PORTFOLIO

PORTFOLIO

CLASS SKILLS INVENTORY

CORE COURSES

COURSE SKILL LEARNED DESCRIPTION OF SKILL USE

TABBED SKILL AREA

ARTIFACT

NUTR 1100 Process to maintain our food supply (growing, harvesting, processing, packaging, transporting, marketing, consuming, and disposing of food/food packages)

Sustainability of the food system and the impact of the food system on nutritional well being

Food system Food Safety Paper

NUTR 1000 Formulate dietary recommendations for 3 day food record

Assess patient and client food intake to formulate dietary recommendations

Food and Nutrition

Nutrient Analysis Project

NUTR 2000 Examining nutritional needs and unique concerns to foster optimal growth and development during the lifespan

Current research used to plan and implement recommendations for dietary change during the stages of life

Food and Nutrition

Pregnancy Case Study

NUTR 2200 Preparation of foods with emphasis on food macromolecules. Food regulation and sensory analysis

Examined and assessed prepared food

Food Production Lab report:

Fats and Oils

Sensory Analysis of Cereals

Flour and Gluten Formation

NUTR 2220 Food preparation Examined and assessed prepared food

Food Production Term Project

Term Project Performed

NUTR 2990 Awareness, organization, proactive

Examining the philosophy, goals, organization, and requirements of

Food and Nutrition

ACEND and CDR Assignment

applied nutrition professions

NUTR 3300 Food purchasing and preparation

Examining large food production, menu planning, recipe standardization, food cost, and service in institutions

Food Production Food for Fifty Project

NUTR 3000 Macro- and micro digestion, metabolism, and utilization at the cellular level.

Evaluation of the recommended intake for the prevention of chronic disease and health maintenance

Food and Nutrition

Caffeine Metabolism Project/Presentation

Exam 1 Study Sheet

NUTR 3100 Medical nutrition therapy

Prevention of diseases (overweight/obesity, hypertension, hyperlipidemia, diabetes mellitus, and kidney disease

Nutrition Care Process

Obesity Case Study

Diabetes Case Study

Renal Disease Case Study

NUTR 3600 Communicating health and nutrition advice to consumers

Studying food and nutrition in different cultures

Communication Culture Project

NUTR 4901 Organizing, communication, & food trends

Lead discussions and share professional experiences

Food and Nutrition

Interdisciplinary Presentation (upcoming)

NUTR 4100 Public speaking, Medical nutrition therapy, enteral and parenteral nutrition

Assessing prevention and treatments of diseases (gastrointestinal, pulmonary, and wasting disease)


ADIME Note:Pulmonary Case Study

SCIENCE/ANALYSIS COURSES


TABBED SKILL AREA

ARTIFACT

BIOS 1030 Structure and function of the human body

Studying the cells, tissues, and integumentary, skeletal, muscular, and nervous

Education and Wellness

Cardiovascular Disease

BIOS 1300 Screening assessment

system, digestive, urinary, reproductive, cardiovascular, lymphatic, respiratory, endocrine system, and acid base balance

BIOS 1310 N/A

BIOS 2210 Understanding of the history and life of microorganisms

Discussions of the interactions between humans and microbes (vaccines, antibiotics, biotechnology, immunity, disease transmission, food spoilage. Reading current topics of infectious diseases affecting human organ systems

Education & Wellness

Writing Assignment: Microbial Growth

BIOS 2215 Bacteria paper

BIOS 2250 Recognize normal and abnormal chromosome constitutions, gene-protein interrelationships, and factors that cause mutations of genes and chromosomes.

Assess patterns of inheritance


Genetics map

CHEM 1200 Understanding of atomic and molecular structures, periodic table, states of matter gases, solutions, energy changes, acids, bases, equilibrium, and nuclear chemestry

Surveying organic chemistry and biochemistry

N/A N/ACHEM 1210 N/ACHEM 3010 N/ACHEM 4890 N/A

MATH 1200 Equations, functions and graphs, including linear equations and systems,

Assessed individuals using SPSS software. The mean, standard

Communication and Research

N/A

PSY 2110Final written report/presentation: Caffeine

polynomials, rational and radical expressions, quadratic equations, exponential and logarithmic function, and inequalities. Descriptive and inferential statistics

deviation, normality, homogeneity of variance, independence of observation, and critical value were detected to support hypothesis

consumption between underclassman, upperclassman, and graduates

EXPH 1490Understanding human movement and the foundation of wellness and health related physical fitness

Assessing individuals body movements

Education and wellness

Exercise, Prescription, evaluation, and programing assignment

BUSINESS COURSES


TABBED SKILL AREA

ARTIFIACT

ACCT 1010

ACCT 1020

Analyzing, external financial reporting, elementary capital budgeting, master and flexible budgeting, cost behavior, cost control, and making managerial decisions.

Use of high low method and regression to determine expected sales.

Management & Leadership

Excel Assignment

MGT 2000Solving problems facing managers and administrators

Using concepts and principles from behavioral sciences and other applicable disciplines


Class Outline

MGT 3300N/A

ECON 1030Analyzing prices, markets, production, wages, interest, rent, and profit

Analysis of how capitalistic system determines what, how, and for whom to produce

N/A N/A

MKT 2020 Understanding of marketing activities, decisions, and terms. Problem solving, analyzing marketing environments

Social media marketing on Facebook for local CrossFit gym

Management &Leadership

SEO Project

SOCIAL SCIENCE COURSES


TABBED SKILL AREA

ARTIFACT

PSY 1010Understanding, acceptance

Surveyed behavior, sensation, perception, learning, memory, human development, social processes, personality, and abnormal behavior

N/A N/A

ANTH 1010Human cultures and societies, understanding human diversity

Considerations of anthropological theories, methods, and ethics in the context of contemporary culture change, taking into account processes of colonialism, globalization, and development.


Museum artifact

COMS 1010 Analyzing oral communication in human relationships

Serving others and analyzing their responses and reactions


Communication in action

ART 1100Creativity, open minded

Assessing “input” at the Bicentennial Park

Seeing & Knowing Visual Art

Seeing and Knowing Visual Art

GENERAL EDUCATION COURSES


TABBED SKILL AREA

ARTIFACT

ENGL 1510Composing and revising expository essays that are well

Nonfictional reading, research material, and


Multimodal Argument

organized, logically coherent, and effective for their purpose and audience. Investigating and analyzing current issues and concerns in the Human and Consumer Sciences profession specific to nutrition

effective communication with selected audience

Literary analysis

Cons 3450JLetter to executive director

HLTH 2300Understanding of medical terminology

Terms associated with body systems, disease processes, laboratory tests, and clinical procedures


N/A

Food System

Nutrition 1100Food consumption is an important part of our lives. Food gives our body the energy that we need

to function and in order to survive we all must eat. It is important to fuel our bodies with healthy foods

that are rich in nutrients. Unfortunately, we live in a society where it is very difficult to consume healthy

products. Most of us are aware that some foods are filled with a high content of saturated fat, sodium, and

preservatives. What we do not know is where our food is grown, how it is processed, and the unnecessary

amount of antibiotics that we unknowingly consume. There are many problems within the food system

that go unnoticed and for our safety that needs to change. The author of Fair Foods believes that we need

to focus on implementing a new food system for the future and I could not agree more.

Many of the safety problems that we have within our food system begin on the farm where our

livestock is raised. Animals are being shoved in overly crowded unsanitary areas with no room to walk

around. This makes it easy for diseases to spread. Animals that carry the disease bring them into the

slaughterhouses. One contaminated animal can contaminate thousands of pounds of meat, which is

extremely unhealthy for us. Contaminated foods can greatly affect our well-being. Animals should not be

treated this way. It is unhealthy for both the animals and the consumers. Serious health problems can

arise from consuming bad meat or eggs. In the book the author talks about a single production company

in Iowa. They were forced to recall more than 380 million eggs due to the risk of salmonella. The author

of the book mentioned that it is difficult to find where the toxicity occurred due to over crowded areas.

No one truly knows who is responsible for the problem.

Animals need to be living in an environment where they are free to roam around. Instead of

animal sitting in their own feces polluting the environment they can instead be wandering outdoors

naturally fertilizing the soil. This will decrease the spread of diseases, which in turn will decrease the

amount of antibiotics given to animals.

Infections today are increasing because we are becoming so resistant to antibiotics. Animals are

confined to small areas where they are walking on top of each other. This is not healthy for the animals

and makes it easy for diseases to spread. In order to prevent the spread of diseases they use antibiotics.

The large corporations only care about one thing and that is making a profit. In our generation we are

genetically altering our animals to grow much larger and in a shorter period of time. They are injecting all

sorts of antibiotics into these animals resulting in weight gain. This is not healthy for our bodies either.

Cutting back on the antibiotics used for livestock would be extremely beneficial. Eighty percent of

antibiotics in the United States are used on livestock to prevent diseases and promote growth. When we

consume the meat we are becoming infected with the resistant bacteria. I do not think that we should

totally get rid of the antibiotics that help control diseases because this could lead to serious health

problems. However, I definitely think that we should avoid giving the animals antibiotics that make them

grow larger. I do not think that these antibiotics are absolutely necessary. The animals can grow naturally.

This will help us to not become resistant to antibiotics. If the bacterium does not respond to the antibiotics

that we take then this could be very harmful. We do not want antibiotics to loose its effectiveness.

Antibiotics given to the animals, as a growth hormone needs to stop. If we do not stop injecting animals

with all sorts of antibiotics then we are all going to suffer the consequences in the future.

Another safety problem begins where our crops are produced. We are all encouraged to eat

organic fruits and vegetables because they are free of pesticides. We should not have to worry about this.

Some people cannot afford to pay the extra money to buy organic foods. Farmers should not be using so

many drugs on crops because they can be very toxic to humans. Pesticide exposure is linked to

Alzheimer’s disease, Parkinson disease, autism, and endometriosis. Yes, it prevents animals from getting

to the food and sometimes prolongs the growing season but is it worth it? Do the benefits outweigh the

consequences? I agree with the author of the book. I do not think it is worth the risks. However, not all

people have this mindset. The individuals making a profit do not have a problem with pesticides. I read an

article online that stated “The use of pesticides provides safe, pure and disease free products to the society

and aids in safeguarding public health. The market and food stores all over the world sell food that is safe,

nutritious and available at affordable prices than ever before” (Kapoor 1). I do not think that this

statement is true. Consuming pesticides is neither safe nor healthy for our bodies. Long-term exposure

can cause problems within the reproductive, endocrine, immune, and nervous system. They also can

cause cancer, mental deficits, and lung damage.

Overall, we need to make a change within the current food system. There is way too much wrong

going on that is posing a threat to all consumers. Animals are being shoved in tiny spaces where diseases

are bound to spread, antibiotics are unnecessarily being used as growth hormones, and all of our crops are

contaminated with numerous amounts of pesticides. We need to begin implementing policies now for the

health and safety of our future.

References

Szpyrka. (n.d.). Assessment of Consumer Exposure Related to Improper Use of Pesticides in the Region of Southeastern Poland., 1-1. Retrieved December 4, 2014.

Kapoor. (n.d.). Benefits Of Pesticides | Benefits Of. Retrieved December 4, 2014, from http://benefitof.net/benefits-of-pesticides/

Hesterman, O. (2011). Our Broken Food System. In Fair food: Growing a healthy, sustainable food system for all (pp. 16-20).

http://benefitof.net/benefits-of-pesticides/

Food and Nutrition

Nutrition 1000Three-Day AverageDRI ReportSydney Crowley [email protected] Printed: 10/10/2013

Profile

Active Profile: Sydney Crowley

Height: 5 ft. 6 inches

Weight: 130 lbs.

Age: 18 years

BMI: 21

Gender: Female

Pregnancy: Not Pregnant

Activity Level: Active

Smoker: No

Strict Vegetarian/Vegan: No

Nutrient DRI

Energy

Kilocalories 2019.0 kcal

Protein 50.12 g Daily requirement based on grams per kilogram of body weight

Carbohydrate 328.09 - 227.14 g 45%-65% of kilocalories

Fat, Total 78.52 - 44.87 g No recommendation

Fat

Saturated Fat < 22.4 g Less than 10% of calories

Monounsaturated Fat * No recommendation

Monounsaturated Fat * No recommendation

Polyunsaturated Fat * No recommendation

Trans Fatty Acid * No recommendation

Cholesterol < 300.0 mg Less than 300.0 mg recommended

Essential Fatty Acids

Omega-6 Linoleic 11.00 g

Omega-3 Linolenic 1.10 g

Carbohydrates

Dietary Fiber, Total 26.0 g

Sugar, Total * No recommendation

Other

Water 2.30 L

Alcohol * No recommendation

Vitamins

Thiamin 1.00 mg

Riboflavin 1.00 mg

Niacin 14.00 mg

Vitamin B6 1.20 mg

Vitamin B12 2.40 μg

Folate (DFE) 400.00 μg

Vitamin C 65.00 mg

Vitamin D (ug) 15.00 μg DRI Adequate Intake

Vitamin A (RAE) 700.00 μg

Vitamin A (IU) 2333.00 IU

Alpha-T ocopherol 15.00 mg

Minerals

Calcium 1300.00 mg DRI Adequate Intake

Iron 15.00 mg

Magnesium 360.00 mg

Potassium 4700.00 mg DRI Adequate Intake

Zinc 9.00 mg

Sodium 1500.00 mg DRI Adequate

Intake

Macronutrient Ranges09/29/2013, 09/30/2013, 10/01/2013

1.1k 1.0k 900 800 700 600 500 400 300 200 100 0.0

Actual Recommended

Carbs Protein Fat Alcohol

Recommended Yours

Carbs 45%-65%

909-1312 kCal 55% 1125

kCal

Protein 10%-35% 202-707 kCal 17% 342 kCal

Fats 20%-35% 404-707 kCal 30% 629 kCal

Alcohol 0% 0 kCal 0% 0 kCal

Fat BreakdownCalories

09/29/2013, 09/30/2013, 10/01/2013

Source of Fat0% 25% 50% 75% 100%

|||||

Monounsaturated Fat7%

Polyunsaturated Fat5%

Saturated Fat9%

Trans Fatty Acid 0%

Unspecified 10%

* Transfat data is not yet reported by all sources and therefore may be under-represented.

Intake vs. Goals09/29/2013, 09/30/2013, 10/01/2013

! Nutrient DRI Intake0% 25% 50% 75% 100%

|||||

Energy

Kilocalories 2019.0 kcal 2064.65 kcal 102%

Protein 50.12 g 85.43 g 170%

Carbohydrate 328.09 - 227.14 g 281.35 g

124%

86%

Fat, Total 78.52 - 44.87 g 69.91 g

89%

Fat

Saturated Fat < 22.4 g 20.85 g 93%

Monounsaturated Fat * 15 g

Polyunsaturated Fat * 10.8 g

156%

Trans Fatty Acid * 0.26 g

Cholesterol < 300.0 mg 245.62 mg 82%

Essential Fatty Acids

Omega-6 Linoleic 11.00 g 8.66 g 79%

Omega-3 Linolenic 1.10 g 0.92 g 84%

Carbohydrates

Dietary Fiber, Total 26.0 g 28.02 g 108%

Sugar, Total * 128.17 g

Other

Water 2.30 L 0.99 L 43%

Alcohol * 0g

Vitamins

Thiamin 1.00 mg 1.02 mg 102%

Riboflavin 1.00 mg 1.85 mg 185%

Niacin 14.00 mg 14.96 mg 107%

Vitamin B6 1.20 mg 1.56 mg 130%

Vitamin B12 2.40 μg 3.98 μg 166%

Folate (DFE) 400.00 μg 366.79 μg 92%

Vitamin C 65.00 mg 124.54 mg 192%

Vitamin D (ug) 15.00 μg 2.83 μg 19%

Vitamin A (RAE) 700.00 μg 544.11 μg 78%

Vitamin A (IU) 2333.00 IU 8829.23 IU 378%

Alpha-T ocopherol 15.00 mg 3.91 mg 26%

Minerals

Calcium 1300.00 mg

1137.45 mg 87%

Iron 15.00 mg 14.26 mg 95%

Magnesium 360.00 mg 334.98 mg 93%

Potassium 4700.00 mg 2561 mg 54%

Zinc 9.00 mg 7.6 mg 84%

Sodium 1500.00 mg

3094.53 mg 206%

MyPlate Analysis09/29/2013, 09/30/2013, 10/01/2013

Goal * Actual % Goal

Grains 7 oz. eq. tips 3.5 oz. eq. 49.8 %

Vegetables 3 cup eq. tips 2.9 cup eq. 95.2 %

Fruits 2 cup eq. tips 1.7 cup eq. 84.3 %

Dairy 3 cup eq. tips 2.2 cup eq. 73.2 %

Protein Foods 6 oz. eq. tips 8.8 oz. eq. 146.3 %

Empty Calories 290 kcal tips 625.1 kcal 215.6 %

Your results are based on a 2019 calorie pattern.Make Half Your Grains Whole! Aim for at least 3.5 oz. eq. whole grains. Vary Your Veggies! Aim for this much every week:

Dark Green Vegetables = 3 cups weekly Orange Vegetables = 2 cups weeklyDry Beans & Peas = 3 cups weekly Starchy Vegetables = 3 cups weekly Other Vegetables = 6.5 cups weekly

Oils: Aim for 6 teaspoons of oil a day.

* MyPlate contains recommendations only for calorie levels up to 3,200 per day. If Diet Analysis Plus recommends more than 3,200 calories per day for you, talk to your instructor for guidance on how to use MyPlate.

** CAUTION! Recipes are not included on the MyPlate Report, as plate values for these cannot be calculated.

Intake Spreadsheet

9/29/2013

Item Name Meal Quantity

Eggs, Scrambled with Milk and Butter Breakfast 2 item(s)

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces) Breakfast 1 cup(s)

Home Fries or Pan Fried Potatoes Breakfast 3 ounce(s)

Milk, Chocolate, Whole Breakfast 7.01 fluid ounce(s)

Banana Lunch 1 item(s)

Peanut Butter, Chunky Lunch 3.01 tablespoon(s)

OLD COUNTRY BUFFET Chicken, Orange Dinner 2.01 serving(s)

Rice, Brown, Long Grain, Cooked Dinner 1.01 cup(s)

Apple, Medium Evening Snack 1 item(s)

LIPTON Green Tea with Citrus, Diet Evening Snack 7.01 fluid ounce(s)

Total

Item Name Protein (g) Carb (g)

Eggs, Scrambled with Milk and Butter 12.19 1.96

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces) 11.91 45.57

Home Fries or Pan Fried Potatoes 1.84 19.88

Milk, Chocolate, Whole 6.94 22.65

Banana 1.29 26.95

Peanut Butter, Chunky 11.59 10.39

OLD COUNTRY BUFFET Chicken, Orange 16.08 64.32

Rice, Brown, Long Grain, Cooked 5.08 45.22 1.77 0.35

Apple, Medium 0.47 25.13

LIPTON Green Tea with Citrus, Diet 0 0

Total 67.39 262.08

Item Name Mono Fat (g) Poly Fat (g)





Banana 0.04 0.09


OLD COUNTRY BUFFET Chicken, Orange 0 0

Rice, Brown, Long Grain, Cooked 0.64 0.64



Total 23.05 14.95

Item Name Omega-6 (g) Omega-3 (g)





Banana 0.05 0.03



Rice, Brown, Long Grain, Cooked 0.61 0.03 3.55 0.69



Total 13.78 0.88

Item Name Water (L) Alcohol (g)

Eggs, Scrambled with Milk and Butter 0.09 0

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces) 0.18 0

Home Fries or Pan Fried Potatoes 0.05 0

Milk, Chocolate, Whole 0.18 0

Banana 0.09 0

Peanut Butter, Chunky 0 0


Rice, Brown, Long Grain, Cooked 0.14 0

Apple, Medium 0.16 0


Total 0.9 0

Item Name Niacin (mg) Vit B6 (mg)





Banana 0.78 0.43


OLD COUNTRY BUFFET Chicken, Orange 0 0 0 0

Rice, Brown, Long Grain, Cooked 3.01 0.29



Total 12.52 1.65

Item Name Vit C (mg) Vit D (ug) (μg)

Eggs, Scrambled with Milk and Butter 0 2.2


Home Fries or Pan Fried Potatoes 10.79 0


Banana 10.27 0

Peanut Butter, Chunky 0 0


Rice, Brown, Long Grain, Cooked 0 0

Apple, Medium 8.37 0


Total 33.12 5.04

Item Name Alpha-T (mg) Calcium (mg)


Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces) 0 414.05



Banana 0.12 5.9

Peanut Butter, Chunky 3.03 21.67 0.92 77.06

OLD COUNTRY BUFFET Chicken, 0 0 0

Orange

Rice, Brown, Long Grain, Cooked 0.06 19.7 0.83

Apple, Medium 0.33 10.92 0.22

LIPTON Green Tea with Citrus, Diet 0 0 0

Total 6.08 805.76 4.89

Item Name

Milk, Chocolate, Whole

Potas (mg)

Zinc (mg)

Sodium (mg)

Eggs, Scrambled with Milk and Butter

161.04

1.27

176.9

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces)

529.2

2.01

159.25

Home Fries or Pan Fried Potatoes

368.9

0.3

262.65

365.83

0.9

131.44

Banana

422.44

0.18

1.18

Peanut Butter, Chunky

358.79

1.34

234.06

OLD COUNTRY BUFFET Chicken, Orange

0

0

1025.1

Rice, Brown, Long Grain, Cooked

84.69

1.24

9.85

Apple, Medium

194.74

0.07

1.82

LIPTON Green Tea with Citrus, Diet

26.29

0

52.58

Total

2511.92

7.31

2054.82

9/30/2013


Strawberries Breakfast 1 cup(s)

NUTELLA Spread, Hazelnut Breakfast 2 tablespoon(s)

Soymilk, Chocolate Breakfast 1 cup(s)

CABOT Cheese, Pepper Jack, 50% Reduced Fat Lunch 1 ounce(s)

WHEAT THINS Crackers, Multi Grain Lunch 1 serving(s) 31 140

Celery, Stalk Lunch 2 item(s)

JIF Peanut Butter, Creamy Lunch 2 tablespoon(s)

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces) Lunch 1 cup(s)

PEPPERIDGE FARM GOLDFISH Crackers, Cheddar Cheese Lunch 2.01 item(s)

DOLE Baby Spinach Leaves Dinner 1.5 cup(s)

Lettuce, Romaine, Shredded Dinner 1.01 cup(s)

Cucumber Dinner 1.01 cup(s)

Pepper, Bell or Sweet, Green Dinner 0.5 cup(s)

Shrimp, Mixed Species, Raw Dinner 1 ounce(s)

LOUIS RICH Chicken Breast, Strips, Grilled Dinner 2.01 ounce(s)

Croutons, Seasoned, Ready to Eat Dinner 0.5 cup(s)

Beans, Kidney, Red, Canned Dinner 0.5 cup(s)

Salad Dressing, Italian Dinner 1.01 tablespoon(s)

Beans, Chickpeas, Garbanzo or Bengal Gram, Canned Dinner 0.5 cup(s)

ROLD GOLD Pretzels, Classic Style Sticks Evening Snack 2 ounce(s)

NUTELLA Spread, Hazelnut Evening Snack 2.01 tablespoon(s)

Total


Strawberries 0.96 11.06

NUTELLA Spread, Hazelnut 3 22

Soymilk, Chocolate 5.54 24.38

CABOT Cheese, Pepper Jack, 50% 8 0.5 4.5 3

Reduced Fat

WHEAT THINS Crackers, Multi Grain 2 22

Celery, Stalk 0.55 2.38

JIF Peanut Butter, Creamy 7 7


PEPPERIDGE FARM GOLDFISH Crackers, Cheddar Cheese 0.15 0.73

DOLE Baby Spinach Leaves 2 3

Lettuce, Romaine, Shredded 0.58 1.56

Cucumber 0.68 3.81

Pepper, Bell or Sweet, Green 0.64 3.46

Shrimp, Mixed Species, Raw 3.86 0.26

LOUIS RICH Chicken Breast, Strips, Grilled 12.73 0.67

Croutons, Seasoned, Ready to Eat 2.16 12.7

Beans, Kidney, Red, Canned 6.68 18.98

Salad Dressing, Italian 0.06 1.55

Beans, Chickpeas, Garbanzo or Bengal Gram, Canned 5.9 16.19

ROLD GOLD Pretzels, Classic Style Sticks 4 46

NUTELLA Spread, Hazelnut 3.02 22.11

Total 81.42 265.9





CABOT Cheese, Pepper Jack, 50% 0 0 0 15 Reduced Fat





PEPPERIDGE FARM GOLDFISH Crackers, Cheddar Cheese 0 0



Cucumber 0.01 0.03



LOUIS RICH Chicken Breast, Strips, Grilled 0 0







Total 6.43 6.39





CABOT Cheese, Pepper Jack, 50% Reduced Fat 0 0


2 1

Celery, Stalk 0.06 0






Cucumber 0.03 0.01


Shrimp, Mixed Species, Raw 0.01 0








Total 5.11 0.73


Strawberries 0.13 0


Soymilk, Chocolate 0.21 0

CABOT Cheese, Pepper Jack, 50% Reduced 0 0

Fat


0

0

Celery, Stalk 0.08 0 0.02

JIF Peanut Butter, Creamy 0 0 0

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces) 0.18 0 0.1

PEPPERIDGE FARM GOLDFISH Crackers, Cheddar Cheese 0 0 0

DOLE Baby Spinach Leaves 0 0 0

Lettuce, Romaine, Shredded 0.04 0 0.03

Cucumber 0.1 0 0.03

Pepper, Bell or Sweet, Green 0.07 0 0.04

Shrimp, Mixed Species, Raw 0.02 0 0.01

LOUIS RICH Chicken Breast, Strips, Grilled 0 0 0

Croutons, Seasoned, Ready to Eat 0 0 0.1

Beans, Kidney, Red, Canned 0.1 0 0.14

Salad Dressing, Italian 0.01 0 0

Beans, Chickpeas, Garbanzo or Bengal Gram, Canned 0.09 0 0.04

ROLD GOLD Pretzels, Classic Style Sticks 0 0 0.3

NUTELLA Spread, Hazelnut 0 0 0

Total 1.04 0 0.89

Item Name Niacin (mg) Vit B6 (mg) Vit B12 (μg)

Strawberries 0.56 0.07 0

NUTELLA Spread, Hazelnut 0 0 0

Soymilk, Chocolate 1.26 0.19 1.72

CABOT Cheese, Pepper Jack, 50% Reduced Fat 0 0 0

WHEAT THINS Crackers, Multi Grain 0 0 0 0







Cucumber 0.1 0.04






Salad Dressing, Italian 0 0.01


ROLD GOLD Pretzels, Classic Style Sticks 1.6 0


Total 10.76 1.41


Strawberries 84.67 0


Soymilk, Chocolate 4.17 0

CABOT Cheese, Pepper Jack, 50% Reduced Fat 0 0

WHEAT THINS Crackers, Multi Grain 0 0 0 0

Celery, Stalk 2.48 0





Lettuce, Romaine, Shredded 1.9 0

Cucumber 2.94 0

Pepper, Bell or Sweet, Green 59.9 0

Shrimp, Mixed Species, Raw 0 0.01


Croutons, Seasoned, Ready to Eat 0 0

Beans, Kidney, Red, Canned 1.02 0

Salad Dressing, Italian 0 0

Beans, Chickpeas, Garbanzo or Bengal Gram, Canned 0.12 0



Total 182.91 0.01





CABOT Cheese, Pepper Jack, 50% Reduced 0 200

Fat


Celery, Stalk 0.22 32 0.16 8.8



PEPPERIDGE FARM GOLDFISH Crackers, Cheddar Cheese 0 1.46



Cucumber 0.03 16.81







Beans, Chickpeas, Garbanzo or Bengal Gram, Canned 0 42


NUTELLA Spread, Hazelnut 0 40.2

Total 2.25 1086.59

Item Name

Potas (mg)

Zinc (mg)

Sodium (mg)

Strawberries

220.32

0.2

1.44

NUTELLA Spread, Hazelnut

0

0

15

Soymilk, Chocolate

350.35

0.83

129.85

CABOT Cheese, Pepper Jack, 50% Reduced Fat

0

0

170

WHEAT THINS Crackers, Multi Grain

0

0

230

Celery, Stalk 208 0.1 64






Cucumber 154.41 0.21










Total 2290.86 5.67

10/1/2013


WHITE WAVE SILK Simply Soymilk, Vanilla Breakfast 1 cup(s)

Strawberries Breakfast 1 cup(s)

NUTELLA Spread, Hazelnut Breakfast 3.01 tablespoon(s)

Grapes, Red or Green Breakfast 1.01 cup(s)

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces) Breakfast 1.01 cup(s)

Sushi, with Vegetables and Fish Lunch 6.01 piece(s) 156.26 218.76

Cheese, Cheddar, Diced Lunch 1.01 ounce(s)

Crackers, Saltines, Whole Wheat, Includes Multi-Grain Lunch 1.01 serving(s)

STACY'S SIMPLY NAKED Pita Chips Lunch 1.01 ounce(s)

DOLE Baby Spinach Leaves Dinner 2.01 cup(s)

Lettuce, Romaine, Shredded Dinner 1.01 cup(s)

Shrimp, Mixed Species, Raw Dinner 1.01 ounce(s)

Beans, Kidney, Red, Canned Dinner 0.5 cup(s)

Beans, Chickpeas, Garbanzo or Bengal Gram, Dry Dinner 0.25 cup(s)

Pepper, Banana Dinner 0.25 cup(s)

Noodles, Chinese Chow Mein, Cooked Dinner 0.5 cup(s)

Cheese, Cheddar, Shredded Dinner 0.25 cup(s)

Chicken, Breast, Meat Only, Boneless, Skinless, Roasted Dinner 3 ounce(s)

ROLD GOLD Pretzels, Classic Style Sticks Evening Snack 2.01 ounce(s)

Total


WHITE WAVE SILK Simply Soymilk, Vanilla 6 10


NUTELLA Spread, Hazelnut 4.51 33.11

Grapes, Red or Green 1.1 27.6


Sushi, with Vegetables and Fish 8.38 43.74

Cheese, Cheddar, Diced 7.13 0.37 9.49 6.04

Crackers, Saltines, Whole Wheat, Includes Multi-Grain 1.01 9.65

STACY'S SIMPLY NAKED Pita Chips 3.03 18.18

DOLE Baby Spinach Leaves 2.68 4.02




Beans, Chickpeas, Garbanzo or Bengal Gram, Dry 9.65 30.32

Pepper, Banana 0.51 1.66

Noodles, Chinese Chow Mein, Cooked 1.89 12.95

Cheese, Cheddar, Shredded 7.03 0.36

Chicken, Breast, Meat Only, Boneless, Skinless, Roasted 26.38 0

ROLD GOLD Pretzels, Classic Style Sticks 4.02 46.23

Total 107.48 316.08








Cheese, Cheddar, Diced 2.69 0.27


STACY'S SIMPLY NAKED Pita Chips 4.04 0.51 0 0









Chicken, Breast, Meat Only, Boneless, Skinless, Roasted 1.05 0.65


Total 15.51 11.05










STACY'S SIMPLY NAKED Pita Chips 0 0



Shrimp, Mixed Species, Raw 0.01 0 0 0



Pepper, Banana 0.07 0





Total 7.1 1.14


WHITE WAVE SILK Simply Soymilk, Vanilla 0.22 0

Strawberries 0.13 0


Grapes, Red or Green 0.12 0


Sushi, with Vegetables and Fish 0.1 0

Cheese, Cheddar, Diced 0.01 0

Crackers, Saltines, Whole Wheat, Includes Multi-Grain 0 0




Shrimp, Mixed Species, Raw 0.02 0


Beans, Chickpeas, Garbanzo or Bengal 0.01 0 0.24 0.11 Gram, Dry


Noodles, Chinese Chow Mein, Cooked 0 0

Cheese, Cheddar, Shredded 0.01 0

Chicken, Breast, Meat Only, Boneless, Skinless, Roasted 0.06 0


Total 1.04 0

Item Name Niacin (mg) Vit B6 (mg)















Pepper, Banana 0.39 0.11 0 8.99




ROLD GOLD Pretzels, Classic Style Sticks 1.61 0

Total 21.6 1.63



Strawberries 84.67 0


Grapes, Red or Green 4.88 0


Sushi, with Vegetables and Fish 3.59 0

Cheese, Cheddar, Diced 0 0.17

Crackers, Saltines, Whole Wheat, Includes Multi-Grain 0 0


DOLE Baby Spinach Leaves 32.16 0


Shrimp, Mixed Species, Raw 0 0.01


Beans, Chickpeas, Garbanzo or Bengal Gram, Dry 2 0


Noodles, Chinese Chow Mein, Cooked 0 0

Cheese, Cheddar, Shredded 0 0.17 74.86 283.06

Chicken, Breast, Meat Only, Boneless, Skinless, Roasted 0 0.09


Total 157.6 3.44




NUTELLA Spread, Hazelnut 0 60.2





Crackers, Saltines, Whole Wheat, Includes Multi-Grain 0.17 0

STACY'S SIMPLY NAKED Pita Chips 0 20.2

DOLE Baby Spinach Leaves 0 107.2









ROLD GOLD Pretzels, Classic Style Sticks 0 0 2.89 16.08

Total 3.39 1519.99

21.68

406.77

Item Name

Strawberries

Beans, Chickpeas, Garbanzo or Bengal Gram, Dry

Potas (mg)

Zinc (mg)

Sodium (mg)

WHITE WAVE SILK Simply Soymilk, Vanilla

300

0.6

95

220.32

0.2

1.44

NUTELLA Spread, Hazelnut

0

0

22.57

Grapes, Red or Green

291.29

0.11

3.05

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces)

534.49

2.03

160.84

Sushi, with Vegetables and Fish

203.14

0.78

340.65

Cheese, Cheddar, Diced

28.06

0.89

177.81

Crackers, Saltines, Whole Wheat, Includes Multi-Grain

31.25

0.21

171.66

STACY'S SIMPLY NAKED Pita Chips

0

0

272.7

DOLE Baby Spinach Leaves

0

0

87.1

Lettuce, Romaine, Shredded

117.25

0.11

3.8

Shrimp, Mixed Species, Raw

32.35

0.28

162.05

Beans, Kidney, Red, Canned

332.8

0.79

327.68

437.5

1.72

12

Pepper, Banana

79.36

0.08

4.03

Noodles, Chinese Chow Mein, Cooked

27

0.32

98.78

Cheese, Cheddar, Shredded

27.68

0.88

175.43

Chicken, Breast, Meat Only, Boneless, Skinless, Roasted

217.72

0.85

62.94

ROLD GOLD Pretzels, Classic Style Sticks

0

0

1165.8

Total

2880.23

9.83

3345.33

Energy Balance09/29/2013, 09/30/2013, 10/01/2013

Date kCal Consumed kCal Burned Net kCal

9/29/2013 1962 206 1756

9/30/2013 1975 413 1562

10/1/2013 2257 590 1667

Total: 6194 1209 4985

Daily Caloric Summary kcal

Recommended: 2019

Average Intake: 2065

Average Expenditure: 403

Average Net Gain/Loss: 1662

Nutrition 2000Case Study #2 (Pregnancy)

Directions: Read case study 4.1 from your text (pg. 128). Consider the additional information below. Answer the questions below. Note these questions are slightly modified from the questions in your text. Be sure to type your answers.

Additional Information:

Height: 5’8

Pre-pregnancy Weight.: 150lbs

Questions:

1. Is Ms. Lederman consuming enough protein? (Justify why or why not)

No, Ms. Lederman is not consuming enough protein. The recommended intake during pregnancy is 71 grams. Ms. Lederman is consuming 71 grams however she is vegan which means that she should be consuming 30% more than the average pregnant woman.

2. How much protein should Ms. Lederman consume? (Show your work)

Ms. Lederman should be consuming at least 97.5 grams of protein.

Minimum

150Ibs/2.2=68.2kgx1.1g/kg=75 grams

75 grams x30%=22.5

75grams +22.5=97.5grams

Average

68.2x.8=54.55+25=79.55grams + 22.5=102.05 grams

3. Provide 3 sources of protein Ms. Lederman could consume to ensure she gets adequate protein (remember she is vegan)?

Ms. Lederman can consume beans, grains, nuts, and seeds. She can eat buckwheat, brown rice, tofu, and soybeans to name a few.

4. Based on the information presented in the case study which nutrients are consumed in amounts that are below the DRI standard for pregnancy and what are the DRI values for these nutrients?

Ms. Lederman is not eating enough calories. The recommended dietary allowance for a nonpregnant woman is 2,403. A pregnant woman should be consuming an extra 452 calories on top of that. Ms. Lederman is only consuming 2,237 calories. She needs to consume a little more food. She is also lacking in Vitamin D, Alpha-linolenic acid, vitamin B-12, and protein. Her intake for vitamin D is mcg: 3 (120 IU) and the recommended intake for pregnant woman is at least 15 mcg (600 IU) from food. The upper limit for vitamin D intake during pregnancy is 100 mcg (4000 IU) per day. Ms. Lederman’s intake of Alpha-linolic acid (n-3 fatty acid) is 0.54g when the recommendation is 1.4g. Her intake for vitamin B-12 is 2.1mcg and the recommendation is 2.6mcg. Her protein intake is 71g and the recommendation is around 98g of protein.

5. For each nutrient listed in #4, provide 3 examples of specific foods Ms. Lederman could consume to bring up her intake of the nutrient.

Vitamin D-I would say that Ms. Lederman should get her vitamin D from the sun but that will not do much good because Ms. Lederman puts a lot of sunscreen on. This is good for her skin but not for her vitamin D intake. I would suggest for Ms. Lederman to take vitamin D supplements. Some foods contain vitamin D but since Ms. Lederman is vegan her options are limited. Mushrooms, cod liver oil, and some cereals that are fortified would be a great option for her. They contain more vitamin D then one would expect.

Alpha linoleic acid- spinach, broccoli, yams, potatoes, brussel sprouts, and carrots

Vitamin B-12- fortified cereals, pastas, and bread. Vitamin B-12 is mostly found in animal products. Since Ms. Lederman is vegan she may need to take supplements.

Protein- beans, grains, nuts, and seeds. She can eat buckwheat, brown rice, tofu, and soybeans to name a few.

Nutrition 2990Access the CDR website (http://www.cdrnet.org/).

Write about “Dietetic Registration”—What is CDR?

CDR stands for Commission on Dietetic Registration. It is a certification program that awards specialists. Their mission statement is the Commission on Dietetic Registration administers rigorous valid and reliable credentialing processes to protect the public and meet the needs of nutrition and dietetics practitioners, employers and consumers. Their vision statement is nutrition and dietetics credentialing protects and improves the health of the public and supports practitioner competence, quality practice, lifelong learning and career advancement.

Is CDR accredited? If so, by whom?

Yes, the CDR is accredited by the National Commission for Certifying Agencies (NCCA)

What is the continuing education requirement for a RDN? How does the RDN “log in “these CEUs?

http://www.cdrnet.org/

The continuing education requirement for a RDN is 75 hours every five years. The RDN must track their hours individually on a learning activities log. They must complete a state licensure verification worksheet and submit it to CDR.

Discuss the credentials awarded by CDR.

The CDR awards seven separate credentials which include registered dietitian nutritionist, nutrition and dietetics technician, board certified specialist in renal nutrition, board of certified specialist in pediatric nutrition, board certified specialist in sports dietetics, board certified specialist in gerontological nutrition, and board certified specialist in oncology nutrition. The recommended credentials are graduate academic degree, RD, or RDN specialty certifications with the Commission on Dietetic Registration (e.g. CSG, CSO, CSP, CSSD, CSR), licensure designation, other certifications (e.g. CDE, CNS, etc), Fellow of the American Dietetic Association (FADA). Access the ACEND website (http://www.eatright.org/ACEND/). Write about “Accreditation/Dietetics Education”—What is ACEND?

ACEND is the largest food and nutrition organization. It was founded by a group of women during World War I who wanted to improve the public’s heath and nutrition. Their goal still today is to improve the nations health and advance the profession of dietetics through research, education, and advocacy. The academy is made up 75,000 members. These members help the public (both healthy and ill) make healthy food choices. They provide health promotion and disease preventions. Members can work in health care systems, home health care, foodservice, business, research and educational organizations, and private practices.

What are its vision, mission, and goals?

Vision: ACEND®- accredited programs will be valued and respected for preparing competent professionals for entry-level and beyond.

Mission: ACEND® serves the public by establishing and enforcing eligibility requirements and accreditation standards that ensure the quality and continued improvement of nutrition and dietetics education programs that reflect the evolving practice of dietetics. ACEND® defines educational quality as the ability to prepare graduates with the foundation knowledge, skills and/or competencies for current dietetics practice and lifelong learning.

Goals: To achieve its mission and vision, ACEND® established strategic goals. ACEND® will:

http://www.eatright.org/ACEND/

Demonstrate accountability to the public through the establishment and application of market responsive, rigorous standards that require programs to document academic quality and student achievement.

Communicate clear ACEND® expectations to assist programs in meeting quality accreditation standards.

Enhance preparation for entry-level practice by requiring program self-examination to ensure quality improvement and planning for purposeful change.

Encourage educational innovation and diversity in order to address evolving dietetics practice.

Continually evaluate accreditation practices in order to maintain appropriate policies and procedures that ensure fair and consistent accreditation decisions.

Provide opportunities for professional development and educational leadership

What is the role of a program reviewer?

Program reviewers visit and evaluate programs and make recommendations on accreditation to the ACEND® board.

ACEND advises the public how complaints can be made against programs. What is the procedure?

ACEND has advised the public to fill out a complaint form if they have any problems that need to be addressed. They must first review the Academy/CDR Code of Ethics for the profession of Dietetics and then complete the complaint form and include as much supporting evidence as possible. They then must mail the complaint form marked confidential to their address, which is Harold Holler, RDN, Vice President of Governance & PracticeAcademy of Nutrition and Dietetics120 South Riverside Plaza, Suite 2000Chicago, Illinois 60606-6995

Is the Didactic Program in Dietetics at Ohio University an accredited program?The Didactic Program at Ohio University is an accredited program.

Nutrition 3000Caffeine and fat metabolism group project on prezi. Worksheet made for the class to check understanding of presentation.

Caffeine and fat metabolism

Caffeine and fat metabolism group project on prezi. Worksheet made for the class to check understanding of presentation.

After this presentation you should be able to:

Define caffeine Describe metabolic breakdown Know the effect of caffeine on athletes Know the effect on normal weight and obese individuals

Know the effect of caffeine on pregnancy

1. Caffeine is absorbed in __________2. What is the recommended dose of caffeine______3. What are some positive effects of caffeine?4. What are some negative effects of caffeine?5. True or False: Caffeine is addictive6. True or False: Caffeine increases the risk of heart disease7. True or False: Caffeine stunts ones growth?8. Caffeine mobilizes _________________and encourages working muscles to use fat as fuel 9. Caffeine has been shown to decrease glycogen utilization by as much as ______________%10. Caffeine increases metabolic rate by _______________%11. How much caffeine is recommended to speed up metabolism?12. Does caffeine have the same effect on normal weight and obese individuals? If not what is the

difference?13. Why are the negative effects of caffeine on pregnancy?

Answer key

1. Small intestines 2. 3-6 mg/kg3. Elevates mood, decreases anxiety, mental/cognitive improvements, increases athletic

performance, increases metabolism, sympathetic nervous system- prevents the enzymatic degradation of adenosine located in postsynaptic cells

4. Withdrawal, pregnancy, gateway, over-caffeinating, insomnia, nervousness, restlessness, upset stomach, fast heartbeat, irritability

5. True6. False7. False 8. Fat stores 9. 50%10. 13%11. 300-400mg 3-4 days a week12. No, plasma free fatty acids won’t change like in normal weight individuals , more theobromine,

theophylline, and paraxanthine than lean individuals13. Slows metabolic rate, for fat metabolizers there is a greater risk in miscarriages, caffeine passes

placenta absorbed by baby

Nutrition 3000 Exam #1

Module 1

The macronutrients are nutrients that are needed by the body in large amounts Micronutrients would be nutrients that are needed by the body in small amounts. Dietary Guidelines for Americans are a set of diet and lifestyle recommendations designed to

promote health, support active lives and reduce chronic disease risk. The guidelines are established by the USDA and DHHS, and are updated every 5 years.

o These include balancing calories by controlling portion sizes, increasing foods that are nutrient rich by filling half your plate with fruits and veggies, making at least half your grains whole grains, and switching to fat free or low fat diary, and finally reducing foods that are high in sodium, saturated fat and trans fat, and decreasing the amount of added sugar in the diet.

The DRIs are established for healthy people of similar age and gendero Special cases to make adjustements-vitamin C and smoking, vegetarian diets and iron,

age of menstruation and iron, athletes who engage in intense aerobic exercise and iron, and child bearing aged women and folic acid.

Estimated Average Requirements, Recommended Dietary Allowances, Adequate Intake, and Tolerable Upper Intake Levels.

The lower your intake of a nutrient, the higher your risk of inadequacy is; the higher the intake of a nutrient, the higher your risk of excess is.

o EAR is 0.5 risk of inadequacy. The AI is placed in the middle, as it is similar to the RDA but not enough evidence is known to

establish an RDA. This means that nutrients will have either an RDA or an AI, they will never have both. Lastly the UL is set so there is no risk of inadequacy or excess.

estimated average requirements It is the nutrient intake estimated to meet the needs of 50% of the individuals in a certain age and gender group.

The Recommended Dietary Allowance is based off of the EAR, and is set to meet 97% of a populations specific nutrient requirements.

o you can increase your risk of developing a toxicity by over consuming the RDA. the %DV are based on a 2,000 calorie diet

Module 2

Biochemistry is the study of the chemical substances and vital processes occurring in living organisms, while nutritional biochemistry is the chemical properties of nutrients and their biochemical, metabolic, physiological, and epigenetic functions.

the main difference between prokaryote and eukaryote cells is the presence of a nucleus and membrane bound organelles.

o Prokaryotic cells, such as lactobacillus, are an important protective gut and vaginal bacteria. Lactobacillus cells metabolize their nutrients anaerobically and by fermentation.

o Eukaryotic cells, like human cells, play a central role in metabolism of nutrients, energy production, removal of waste, protein synthesis

Cell Structureo Plasma membrane

is the membrane that encapsulates the cell, and allows the cell to become a unit by itself. It acts as a boundary between the cell and its environment, keeping the good stuff in and bad stuff out. The membrane allows some molecules, including gases like oxygen and carbon dioxide, to pass readily through its surface. Water and other small molecules also move into and out of the cell with relative ease. Other substances, however, require special openings called ion channels, GLUT transporters, and protein pumps. that the cell membrane is not static but fluid. This allows the cell to change its shape to allow extremely large molecules and particles across the cell membrane. A key component of cell membrane mechanical stability is cholesterol. Greater cholesterol content contributes to structure and regulates fluidity of the membrane.

o Cytoplasm “molecular chowder” The cytoplasm is home of several metabolic pathways,

including glycolysis, hexose monophosphate shunt, glycogenesis, glycogenolysis, and fatty acid synthesis. The cytosol is the made up of water, salts, organic molecules and many enzymes that catalyze reactions, and it also allows communication between membrane bound organelles. Within the cytoplasm is

the cytoskeleton, and provides shape and mechanical support for the cell. The cytoskeleton also functions as a monorail to transport substances around the cell.

o Extracellular matrix The extracellular matrix is external to the cell membrane, yet plays an integral

role in the cells overall structure and function. animal cells extracellular matrix contributes to cell structure, and sugar residues in the matrix are believed to act as specificity markers for the cell and as antennae to pick up signals for transmission of substances in the cell. The most abundant extracellular component is the glycoprotein collagen.

o Nucleus The nucleus is the largest organelle, and serves as the chief initiator and

regulator of most cellular activities. The nucleus is the site of DNA synthesis, DNA repair, and RNA synthesis. The nuclear envelope is composed of two bilayer membranes that makes communication possible between the nucleus and the cytoplasmic matric and allows a continuous channel between the nucleus and the endoplasmic reticulum.

o Mitochondria The mitochrondria are the metabolic powerhouses of the cell, and are the

primary sites of oxygen use in the cell and are responsible for most of the metabolic energy produced in cells. All cells within the body, with the exception of red blood cells, possess mitochondria.

o Endoplasmic reticulum and golgi The endoplasmic reticulum and Golgi apparatus is a network of membranous

channels pervading the cytosol and provides continuity among the nuclear envelope and the plasma membrane. The Rough endoplasmic reticulum (or RER) are studded with ribosomes, which are the protein making machinery of the cell. The smooth endoplasmic reticulum lack ribosomes, and this the site of synthesis of phospholipids and packaging of protein into vesicles.

o Lysosomes and peroxisomes jam packed of digestive and catabolic oxidative enzymes. Think of lysosomes as

the cells digestive system, degrading foreign and old cellular material. Peroxisomes degrade molecules that produce hydrogen peroxide, which can cause cellular damage if not promptly removed or converted into water and oxygen. Peroxisomes also carry out fatty acid oxidation of some very long chain fatty acids.

o Compartmentalization of organelles contributes to the physical separation of metabolic pathways.

o Slow twitch muscle fibers are rich with mitochondria, where as fast twitch are efficient in producing ATP very rapidly and have a lower mitochondrial density.

Three types of receptorso The first type of receptor we discuss is also referred to as a “second messenger”

receptor. These receptors bind a ligand which triggers a second messenger that alters behavior of the cell

ex: insulin- glute 4 translates to the surface so that glucose may entero The second type of receptor are receptors that internalize their ligand

Ex: LDL-absorbed in cell, detaches from its package and then returns to cell

o A third type of receptor are receptors that function as ion channels. The binding of a ligand to the receptor causes a change in the receptor shape, allowing ions to pass through.

o A fourth class of receptor are internal receptors, and are unlike receptors that are located on the cells surface Internal receptors respond to an extracellular signal that either increases or decreases DNA transcription, either by binding DNA or by modulating the effects of histones. Receptors for steroid hormones, thyroid hormone, vitamin D, and retinoids are examples of internal receptors.

o cell has many transport proteins which regulate the flow of nutrients in and out of the cell. Glucose absorption in the gut requires active transport by way of a sodium potassium pump, and requires energy. Fructose absorption on the other hand is absorbed passively in the gut, does not require energy, yet is absorbed much slower than glucose.

Enzymeso Enzymes are catalytic proteins that help speed up a reaction without being changed by

reactiosn they catalyze. enzymes are selective in the reactions they catalyze and have a very specific binding site.

uncatalyzed reaction requires a higher activation energy than does a catalyzed reaction,

o Most reactions are reversible, as depicted by the double arrows, yet some are irreversible

A usual giveaway that a reaction is irreversible is if the reaction required ATP to go forward.

o Six different classes of enzymes Oxidoreductases are enzymes that catalyze oxidation/reduction reactions, or

simply the transfer of hydrogen atoms, oxygen atoms, or electrons. transfer of hydrogen atoms in the electron transport chain

Transferases are enzymes that catalyze the transfer of functional group from one molecule to another.

The donor is often a coenzyme. Hydrolases they catalyze the addition of water. Lyases catalyze the breaking of chemical bonds by means other than hydrolysis

and oxidation. Isomerases catalyze the structural rearrangements of molecules ligases, which are enzymes that catalyze the joining of two large molecules by

forming a new chemical bond, requires energy that usually is provided by hydrolysis of ATP.

Module 3

digestive tract is divided into two categories: Accessory organs and organs of the gastrointestinal tract.

Digestive tract

o The digestive tract is a one way open tube that is approximately 16 feet in length. It is the only part of the body that is exposed daily to the outside environment, thus it has many layers that serve to protect against foreign substances.

o four distinct layers that make up the intestinal wall. The inner most layer, known as the mucosa, comes into contact with ingested nutrients inside the lumen. The mucosa produces and releases secretions needed for digestion, and contains important lymphoid tissue to protect the body against infection. The submucosa is the second most inner layer, and is rich with blood vessels for nutrient transfer, lymphatic vessels, nerves, and lymphoid tissue. Another component of the submucosa is the submucosal plexus. The submucosal plexus is a unique feature of the GI tract, and is part of the “brain in the gut”, . Specifically, it is a network of nerves that controls, in part, secretions from the mucosal glands and helps regulate mucosal movements and blood flow. The third layer, if we continue to move outwards in the figure, is the muscularis externa. responsible for GI motility term peristalsis, which is the unidirectional contraction of the GI tract that keeps food moving in one direction. outer most layer, the serosa, consists of connective tissue and connects to the visceral peritoneum. As you move down the GI tract, the 4 basic layers are present, however their structure and function does vary. (Go back to PowerPoint to look at feature).

o by smelling food or even thinking about food can trigger salivary glands in the mouth to secrete saliva, which contains important digestive enzymes and serves as a lubricant for food to pass easily down the esophagus. mechanical digestion, which is chewing, ripping, tearing; and chemical digestion, which is the enzymatic breakdown of large particles into smaller particles. Two key enzymes are secreted by the salivary glands, and these are salivary amylase and lingual lipase. Salivary amylase begins the process of carbohydrate digestion by breaking down larger polysaccharide starch particles into smaller disaccharides. enzyme is lingual lipase, which hydrolyzes small lipid molecules before reaching the stomach.

o Through movements of peristalsis, the esophagus contracts from top to bottom and squeezes the bolus of food into the stomach. distal end of the esophagus lies the gastroesophageal sphincter, which normally remains shut. Upon swallowing. lower esophageal sphincter pressure drops, relaxing the sphincter so food may pass into the stomach.

o Heartburn gastric acid is refluxed from the stomach into the esophagus. o The bolus of food leaves the esophagus and enters the stomach. The stomach is a

robust chamber of digestive juices and enzymes, and has 4 main regions. Both mechanical and chemical digestion of nutrients occurs in the stomach, and the digested food leaves the stomach in a now indistinguishable liquid called chyme.

o The mucosal layer of the stomach is covered with gastric pits. Mucous neck cell- mucus (protects lining) Parietal cells- Gastrick acid (HCL) intrinsic factor (Ca++absorption) Enterochromaffin like cell- Histamine (stimulates acid Chief cells-pepsin (ogen), Gastric lipase D cells-Somatostatin (inhibits acid) G cells- Stimulates acid)

o Small intestine Chyme leaves the stomach and enters the small intestine. The small intestine is

the main site for nutrient digestion and absorption. small intestine mucosal

layer is covered in billions of tiny finger like projects called villi, which are covered in their own finger like projections called microvilli. villi and micro villi are to increase surface area for maximal absorption of nutrients Each one of these villi is connected to their own enterocyte, which is a mucosal cell that has absorptive capacity Each enterocyte is supplied with its own blood supply, delivering nutrients to the small intestine so it can remain healthy, while taking away nutrients that are being absorbed by the intestine to the rest of the body

o Large intestine The large intestine is essentially a holding tank for indigestible food

components. There are three sections of the colon. in the ascending colon, the contents are very liquid at first. Proximal colonic cells absorb sodium, chloride, and water, and what is left over will be evacuated as feces. Undigested food can remain in the stomach for 12 hours up to 70 hours. The ascending colon’s main function is to reabsorb water and electrolytes back into the body. In the transverse colon, contents continue to become more solid, feces begin to form. And finally the descending colon, where feces are stored until they are emptied into the rectum.

Accessory organo An accessory organ to the GI tract is an organ that does not come into contact with

food, yet plays an important role in digestion. The pancreas is a unique organ, in that it has both endocrine and exocrine

functions, and secrets digestive enzymes. During digestion, the pancreas contributes bicarbonate and digestive enzymes into the small intestine. These enzymes remain inactive until they have reached the environment of the small intestine. Pancreatic enzymes are delivered directly into the small intestine via pancreatic duct.

liver produce bile, which is an emulsifier for fat digestion The livers main role is after nutrients have been absorbed. The portal vein delivers nutrient rich blood from the digestive tract to the liver for further packaging and processing

gallbladder The main function of the gall bladder is to store and concentrate bile that is made in the liver. When needed, the gall bladder contracts and introduces bile into the small intestine for lipid emulsification. Under normal circumstances, 95% of bile is reabsorbed back to the liver and eventually returned to the gall bladder Humans can live normal healthy lives without a gall bladder. The liver is able to produce adequate amounts of bile on an as needed basis.

Nutrient absorption o Membranes are partially (or selectively) permeable. This means that some, but not all,

substances can permeate (pass through) them.o Simple or passive diffusion; where substances such as water and small lipid molecules

cross membranes freely. The concentration of substances that can diffuse across cell membranes tends to equalize on the two sides of the membrane moves down a concentration gradient.

o Active transport carries substances that need to be concentrated on one side of the cell membrane, and involves energy expenditure. The energy is supplied by ATP, and sodium is usually involved in the active transport mechanism. active transport carrier is going against the concentration gradient

o two forms of endocytosis for absorption of nutrients. Some large molecules are moved into the cell via engulfment by the cell membrane, which is pinocytosis. Others are transferred into the cell by receptor mediated endocytosis.

Peristalsis is a distinctive pattern of smooth muscle contractions that propels foodstuffs distally through the esophagus and intestine involuntary, segmental contractions, which are responsible for mixing and churning.

The enteric nervous system is located in the sheaths of tissue lining the esophagus, stomach, small intestine, and colon. It is responsible for stimulating the secretion of fluids, regulating enzymes, and muscular contraction of the intestine. The enteric nervous system includes neural reflexes and neural plexuses. The myenteric plexus is located in the muscularis externa and controls peristaltic activity and GI motility. The submucosal plexus is located in the submucosa, and controls GI secretions and local blood flow.

Ghrelin is the only pro-hunger hormone and is mainly produced in the stomach The incretin effect is due in part to two gut hormones, GLP and GIP. They work to stimulate a decrease in blood glucose by causing an increase in the amount of insulin released from the pancreas even before digested glucose reaches the blood stream. Epithelial cells of the small intestine renew themselves about every 3 to 5 days. Meals that are rich in fiber and protein take longer to empty from the stomach than do meals that are high in simple carbs

Gut hormoneso Cholecystokinin- gallbladder and pancreatic exocrine secretiono Secretin-pancreatic exocrine secretiono Gip- incretin activityo Motilin-gastroinestinal motalityo Ghrelin-hunger growth hormone releaseo Gastrin-acid secretiono Insulin and glucagon-glucose homeostasiso Pancreatic polypeptide-gastrci motility satiationo Amylin- glucose homeostasis gasric motilityo Glp-1-incretin activity satiationo Glp-2- gastrointestinal motility and growtho Oxyntomodulin-satiation acid secretion o Pyy –satiantion

Cck, gastrin, secretin- control digestion itself Ghrelin and pyy-control feeding Glp, gip- control incretin

Module 4

Metabolism can be defined as the entire network of chemical processes involved in maintaining life and encompasses all of the sequences of chemical reactions that occur in the body.

Energy is the capacity to do work, and energy metabolism is the biochemical transformation related to energy production of use.

Active transport at the cellular membrane is an example of energy usage. It requires energy in the form of ATP to transfer substances from one side of the membrane to the other. A subtle example of energy production is oxidative phosphorylation of glucose to generate ATP for energy. Energy is always being recycled. Our bodies dismantle high energy ATP to ADP + Pi, and reassemble for more energy.

. Anabolic pathways are metabolic pathways that build compounds, and this requires the use of energy. An example of an anabolic pathway would be lipogenesis, or the creation of

triglycerides for storage. Anabolic pathways primarily dominate in the post absorptive state, after eating a meal Catabolic pathways are just the opposite, they are metabolic pathways that break down compounds, and release energy as a result. An example of a catabolic pathway would be lipolysis, which is cleaving triglycerides from storage or circulation for further breakdown to be used for energy.

The Krebs cycle, or citric acid cycle, is a good example of an amphibolic pathway, which involves both the catabolism of carbohydrates and fatty acids and the synthesis of anabolic precursors for amino acid synthesis.

anabolic pathways, energy is required to create materials, whereas in catabolic pathways, energy is released as larger molecules are broken down.

The energy unit that is used on U.S. food labels if the kilocalorie For every kilocalorie there are 1,000 calories. Kilocalories are a measurement of heat energy produced. KiloJoules and Joules is another way to measure energy, but it is a measurement of work energy rather than heat energy.

1, by dismantling and reassembling phosphate containing compounds, 2, through anaerobic metabolism, and 3, through aerobic metabolism. Both anaerobic metabolism and phosphate containing compounds do not require the presence of oxygen aerobic metabolism which does require oxygen

ATP, or adenosine triphosphate, is the energy currency of life. It is the high energy molecule that stores the energy we need to do just about everything. It is present in the cytoplasm and nucleoplasm of every cell, and essentially all the physiological mechanisms that require energy for operation obtain it directly from the stored ATP.

ATP is a nucleotide that contains a large amount of chemical energy stored in its high energy phosphate bonds. It releases energy when it is broken down (or hydrolyzed) into ADP, adenosine di phosphate. The energy is then used for many metabolic processes. ATP is produced by cellular respiration in the mitochondria of the cell.

NAD and FAD are electron or hydrogen acceptors that participate in ATP production. The phosphagen system is a direct transfer of a phosphate group to ADP + Pi to generate ATP.

Ligand-molecule that binds to another molecule

Food Production

Nutrition 2200PROPERTIES OF COMMERCIAL FATS AND OILS

PURPOSE

Several experiment were conducted to identify and evaluate various properties of commercial fats and oils. The experiments were done to study the effect of coating, cooking time, cooking temperature,

and dough composition on fat absorption. Each student prepared the food by deep-frying the product to identify the contribution of fats and oils to the flavor.

METHODOLOGY

The class performed a variety of different tests to emphasize the content and properties in fats and oils. Melting point and composition of solid fats, plasticity of fats, evaluation of different types of fats, effect of cooking temperature on fat absorption, effect of cooking time on fat absorption, and evaluation of different coating systems were all conducted in the lab.

For procedure A: Melting Point and Composition of Solid Fats, page 73 in Lab Manual. Eight different variations of butter were melted to determine the melting point, volume, solidification temperature, and appearance of the solid fat. The types of fats used were Shortening, Margarine, Smart Balance, Palm Oil, Country Crock, Vegetable Oil Spread, Butter, and Lard. The assigned fat was packed into 1/3-cup metal measuring cup and then transferred to 1-cup metal measuring cup (73). The measuring cup was placed in the frying pan however; the stove was not turned on at this point in time (73). Water was poured into the pan around the metal cup (73). The heat was slowly turned on and the temperature of the fat was recorded when it began to melt around the edge of the cup (73). Once the heat completely melted the temperature was taken for the second time. (73) Once the temperature was recorded the cup was carefully removed from the pan and the melted fat was poured into a 100 ml graduated cylinder (73). The volume of the melted fat was then recorded (73). Once the mixture was in the cylinder it sat untouched until it cooled (73). Observations and recordings were taken as the fat turned from a liquid to a solid (73). Once the fat was cool the temperature was recorded for the third time (73).

For procedure B: Plasticity of Fat, page 73 in Lab Manual. Eight different types of butter were used for this experiment. The various butters used were Shortening, Margarine, Smart Balance, Palm Oil, Country Crock, Vegetable Oil Spread, Butter, and Lard. The butter was measured at three different temperatures using a penetrometer to measure the plasticity. The assigned room temperature fat was packed into 1/3 measuring cup (73). Next the penetrometer was used to test the penetration of fat at room temperature (73). The temperature of the fat was then recorded. The fat was smoothed and placed in the refrigerator for one hour (73). After one hour had passed the fat was then taken out of the refrigerator (73). The penetrometer was used for the second time to test the penetration of the fat at refrigerator temperature (73). The temperature of the fat was recorded (73). The fat was smoothed and placed in the freezer for one hour (73). When one hour passed the fat was taken out of the freezer (73.) The penetrometer was used for the third time to test the penetration of the fat at frozen temperature.

For procedure C: Evaluation of Different Types of Fats, page 73 in Lab Manual. Eight different types of fat were tasted for flavor, appearance, spreadability, aroma, and mouthfeel. The recorded fats were Shortening, Margarine, Smart Balance, Palm Oil, Vegetable Oil, Country Crock, Butter, Benecol, Brummel and Brown, Coconut oil, and Lard.

For procedure D: Effect of Cooking Temperature on Fat Absorption, page 73 in Lab Manual. Biscuits were deep fried at various temperatures to determine the effect on fat absorption. A biscuit was cut into four pieces, all of which were close in weight (74). The temperature of the oil in the deep fat fryer was around 225 degrees Fahrenheit. The temperature of the oil was recorded once the frying began (74). The first biscuit was dropped into the hot oil for 1.5 minutes, 45 seconds per side (74). Once the time was

up the biscuit was taken out of the oil and placed on a paper towel to drain the excess oil (74). The temperature was then increased to 275 degrees Fahrenheit (74). The second biscuit was dropped into the oil for 1.5 minutes, 45 seconds per side (74). Once the time was up the biscuit was taken out of the oil and placed on a paper towel to drain the excess oil (74). The temperature was then increased to 325 degrees Fahrenheit (74). The third biscuit was dropped into the oil for 1.5 minutes, 45 seconds per side (74). Once the time was up the third biscuit was taken out of the oil and placed on a paper towel to drain the excess oil (74). The temperature was then increased to 375 degrees Fahrenheit (74). The fourth biscuit was dropped into the oil for 1.5 minutes, 45 seconds per side (74). Once the time was up the fourth biscuit was taken out of the oil and placed on a paper towel to drain the excess oil (74). After the four biscuits were fried they were then weighed and recorded. The weight gain and percent weight of the biscuits were calculated and recorded (74).

For procedure E: Effect of Cooking Time on Fat Absorption, page 74 in the Lab Manual. A biscuit was cut into four equal pieces, all of which were close in weight (74). The oil in the deep fat fryer remained at 375 degrees Fahrenheit for all four biscuits (74). The first biscuit was dropped into the fryer for 30 seconds, 15 seconds on each side (74). (74). The second biscuit was dropped into the fryer for 1 minute, 30 seconds on each side (74). The third biscuit was dropped into the fryer for 1.5 minutes, 45 seconds on each side (74). The fourth biscuit was dropped into the fryer for 2 minutes, 1 minute on each side (74). Once each biscuit was done cooking it was removed from the fryer and placed on a paper towel to drain the oil (74). When the biscuit was cooled off they were reweighed and recorded (74). The weight gain in grams and the percent weight gain for each biscuit were calculated (74).

For procedure F: Evaluation of Different Coating Systems, page 74 in the Lab Manual. Chicken was fried in a deep fat fryer using eight different coating systems to test the appearance, flavor, and mouthfeel. The coating systems used include the following: seasoned flour, panko, frying magic, breadcrumbs, flour, batter and breadcrumbs, batter and panko, and AP batter. Each group in the lab was assigned a specific coating system. The groups followed the directions for coatings on the packages.

RESULTS

Table 1: From Wednesday/Thursday lab 2-5pm and Wednesday/Thursday lab 5-8pm. The entire class data was based on eight different types of fats. Melting point, volume, solidification temperature, and appearance of solid fat were all being tested. The following table includes the combined class data.

Melting Point and Composition of Solid Fats

Types of fat Melting Point (F) Volume (ml) Solidification Temperature (F)

Appearance of Solid Fat

Initial Final Range Total WaterShortening 90.58 119.25 28.68 65.9 0 82 Smooth, soft,

light yellowMargarine 71.25 109.5 38.25 70.5 21.75 71.5 Smooth, soft,

paleSmart Balance 78.75 95.75 17 69.13 12.37 72.33 Smooth, light

yellow, soft,Palm oil 80.75 112.75 32 66 0 73.5 Smooth, soft,

yellowCountry Crock 79.33 116.25 36.92 61.5 26 70.33 Smooth, soft,

brightVegetable Oil Spread

72.25 97.75 31.5 70.67 16.33 68.75 Smooth, soft, pale

Butter 66.25 97.75 31.5 70.67 16.33 68.75 Smooth, soft, light yellow

Lard 93.5 140.5 47 62.33 0 76.67 Smooth, soft, white

Table 2: From Wednesday lab 2-5pm. The entire class data was based on eight different types of fats. Melting point, volume, solidification temperature, and appearance of solid fat were all being tested.

Melting Point and Composition of Solid Fats

Types of fat Melting Point (F) Volume (ml) Solidification Temperature (F)

Appearance of Fat

Initial Final Range Total Water

Shortening 82 110 28 65 0 80 No layers, thick, light yellowMargarine 60 79 19 73 25 70 2 layer, bright yellow, pale

Smart Balance 80 100 20 74 <2 70 Smooth, soft

Palm Oil 80 122 42 65 0 80 Yellow-whiteCountry Crock 82 140 58 67 25 70 Bright yellow

Veggie Oil Spread

75 115 40 65 15 Did not solidify

Pale yellow

Butter 80 115 35 75 25 75 Yellow-whiteLard 102 154 52 63 0 81 White

Table 3: From Wednesday/Thursday lab 2-5pm and Wednesday/Thursday lab 5-8pm. The entire class data was based on eight different fats. The penetrations of the fats were measured at room temperature, refrigerator temperature, and frozen temperature. The following table includes the combined class data.

Plasticity of Fats

Types of fat Room Temperature Refrigerator Temperature Frozen Temperature

Penetration (mm)

Fat Temp (F) Penetration (mm)


Fat Temp (F)

Shortening 170.75 76.375 147 64.875 165.25 46.125Margarine 153.25 64.25 165.75 52.5 155.5 41Smart Balance

167.5 68.75 238.5 52.75 262.25 32.5

Palm oil 202.5 72.25 210.75 61.75 159 48.5

Country Crock

172.75 71.375 171.75 61.75 206.5 48

Vegetable Oil Spread

160.375 67.75 245.75 55.75 232.75 39

Butter 176.25 68 93.25 58.25 107 41Lard 237 73 95.5 68.5 180.5 43.75

Table 4: From Wednesday lab 2-5pm. The entire class data was based on eight different fats. The penetrations of the fats were measured at room temperature, refrigerator temperature, and frozen temperature.

Plasticity of Fats

Type of Fat Room Temperature Refrigerator Temperature Frozen Temperature

Penetration (mm)



Fat Temperature (F)

Shortening 114 78 100 50 224 14Margarine 184 42 265 32 300 25Smart Balance 207 70 255 55 185 40

Palm Oil 224 78 220 65 230 49Country Crock

154 70 226 60 232 40

Veggie Oil Spread

50 70 266 60 270 44

Butter 178 70 117 50 260 40Lard 293 70 141 69 96 49

Table 5: From Wednesday lab 2-5pm. The entire class data was based on eight different fats. Observations were based on appearance, aroma, spreadability, mouthfeel, and flavor.

Evaluation of Different Types of Fats

Type of Fat Appearance Aroma Spreadability Mouthfeel Flavor

Shortening Off white, thick

Bland Easy Stale Stale

Margarine Light yellow Buttery Easy Soft, creamy Sweet, salty

Smart Balance Very light yellow

Buttery, bitter

Easy, thin Creamy, melts easy

Very buttery, little salty

Palm Oil Creamy white, crunchy looking

None Thick, not easy Oily, creamy

Oily, vegetable oil, bland

Vegetable Oil Dark yellow None Easy Oily Salty

Country Crock Light yellow None Easy Soft Salty

Benecol Light yellow Savory Very easy Very soft Sweet

Brummel & Brown

Yellow None Hard Soft Sweet

Butter Bright yellow Savory Medium Soft Rich, CreamyLard White, thick Bland Not easy, hard,

thickThick Bland

Coconut oil Grainy No scent Medium Thick Tasteless

Table 6: From Wednesday lab 2-5pm. Entire class data was collected to test the effect of oil temperature on biscuits.

Effect of Cooking Temperature on Fat Absorption

Weight before (g)

Weight after (g)

Weight gain (g)

% Weight gain

Doneness Appearance Oiliness

Temp 225F 15g 15g 0g 0% Not done at all

Mushy, glossy Very oily

Temp 275F 12g 12g 0g 0% Not done at Mushy, glossy Very oily

allTemp 323F 15g 12g -3g 0% Not done at

allMushy, glossy Very oily

Temp 375F 12g 15g 3g 0% Not done at all

Mushy, glossy Very oily

Table 7: From Wednesday lab 2-5pm. Entire class data was collected to test if time had an effect on the biscuits fat absorption

Effect of Cooking Time on Fat Absorption

Weight before (g)

Weight after (g)

Weight gain (g)

% Weight gain

Doneness Appearance Oilyness

30 seconds 13g 13g 0g 0% No Glossy Very1 minute 10g 9g -1g 0% No Glossy Very1.5 minute 16g 16g 0g 0% No Glossy Very2 minutes 12g 11g -1g 0% No Glossy Very

Table 8: From Wednesday lab 2-5pm. Entire class data was based on eight different coating systems. Observations were conducted for appearance, flavor, and mouthfeel.

Evaluation of Different Coating Systems

Coating System Appearance Flavor Mouthfeel Other

Seasoned Flour Light brown Pepper, salty CrunchyPanko Brown Bland, burnt Crunchy, Dry,

CardboardDry

Frying Magic Dark Brown, Looks burnt

Tangy Soft Chewy

Breadcrumbs Dark and looks very burnt

Burnt Crunchy Moist

Flour Light Bland Dry, Hard to swallow

Dry

Batter & Breadcrumbs

Dark brown Dry, Bland, Burnt

Crunchy Moist

Batter & Panko Light brown Flavorful, Salty, Pepper

Crunchy on outside, Soft on inside, Moist

Very tasteful, moist

AP Batter Dark Dry, Nutty Chewy, Smooth skin

Dry

DISSCUSION

For procedure A eight different fats were placed in a frying pan and meted very slowly. Once the fat was completely melted it was removed from the heat and cooled. This was done to determine the melting point and composition of solid fats. Observations from the 2-5pm lab and the class as a whole were conducted. The results show that lard had the highest melting point, proving that it contains the most saturated fat. The margarine had the lowest melting point proving it to be more unsaturated than all the other fats. Margarine also contained the highest content of water. Saturated fats are not as healthy as unsaturated fats and should be limited in the diet. Saturated fats can drive up cholesterol and increase harmful LDL cholesterol in the body. Although saturated fats should be limited this does not mean that they should be cut from the diet completely. It is important to consume both saturated and unsaturated fats. Too much of one product is not healthy. It’s all about moderation.

For procedure B eight different fats were tested at room temperature, refrigerator temperature, and frozen temperature to determine the plasticity. Plasticity is the result of a large number of fat crystals with oil interspersed throughout (McWilliams 268). The entire class measured the plasticity by using a penetrometer. At room temperature the lard had the highest penetration and the shortening had the highest fat temperature. At refrigerator temperature the vegetable oil spread had the highest penetration and the lard had the highest fat temperature. At frozen temperature the smart balance had the highest penetration and the palm oil had the highest fat temperature.

For procedure C eight different types of fats were tasted for flavor, appearance, spreadability, aroma, and mouthfeel. The fats tasted were Shortening, Margarine, Smart Balance, Palm Oil, Vegetable Oil, Benecol, Brummel & Brown, Butter, Lard, and Coconut Oil. Observations prove that all fats had a very similar appearance. The color was only slightly different. They all had a similar aroma as well. The Benecol was very thin allowing it to spread very easily. It was shown to have the strongest butter flavor. The lard was the thickest and therefore the most difficult to spread.

For procedure D one biscuit was cut evenly into four separate pieces. The pieces were fried in a deep fat fryer to determine the effect of cooking temperature on fat absorption. The weight before and after frying was recorded. Records show that there was no effect on temperature and fat absorption. The doneness, appearance, and oiliness of the biscuits were the same for every test. The results did not come out as expected. The biscuit was supposed to become less oily and more done with increased temperature. Frying fat at very high temperature provides a crisp texture and frying fat at a cool temperature results in a soggy, greasy texture (McWilliams 269). It was later concluded that it was due to a faulty deep fat fryer.

For procedure E one biscuit was cut evenly into four pieces and deep-fried at 375 degrees Fahrenheit. The goal was to see if cooking time had an effect on fat absorption. The weight of the biscuit was measured before and after frying. There was not any significant weight gain or % weight gain. The doneness, appearance, and oiliness for all four pieces of the biscuit were the same. They were all very oily, glossy, and clearly not done. Again, the results were not expected. A similar study was done with French Fries. It was proven that the temperatures of foods produce a safer and high quality piece of food. (Schwarz 1). . It was expected that the biscuit would become less oily and more done with increased cooking time but this was not the case. It was concluded later that the deep fat fryer was malfunctioning and the oil was not getting hot enough.

For procedure F students were directed to deep fry chicken in a variety of different coating systems. Seasoned flour, Panko, Frying Magic, Breadcrumbs, Flour, Batter and Breadcrumbs, Batter and Panko, and AP Batter were all used as coating systems. Panko and Breadcrumbs resulted in burnt and very dry chicken. The flour coating did not burn however; the chicken turned out very bland and dry. The AP Batter was not burnt either but it was very dry, chewy, and dark. The Seasoned Flour, Frying Magic, Batter and Panko all produced a very moist and flavorful piece of chicken.

CONCLUSION

In conclusion this experiment taught students how to evaluate the different fats and oils and what a fat really is. It helped students understand the melting point range of fats, the factors that influence fat absorption in deep fat frying and the contribution of fats and oils to the flavor. This experiment taught students how to use this information other than just in a classroom but in a hospital or in a school setting. Fats are in all kinds of foods; people just need to know the difference between a good fat and a bad fat.

REFERENCE

Brannan, R.G. 2015. Laboratory Manual for NUTR 2200 (72-81)

McWilliams, M. (2012). Chapter 12 Fats and Oils in Food Products . In Foods: Experimental perspectives (7th ed.). Upper Saddle River, N.J.: Prentice Hall

Schwarz, N.p..n.d 20 Oct. 2015. “Evaluation of Stability of Fats at Elevated Temperatures

SENSORY ANALYSIS OF CEREALS

PURPOSE

Seven experiments were conducted for the analysis of different types of cereals. Each student prepared a cereal-containing dish and evaluated each based on appearance, flavor, and texture. The experiments were done to study the origin of flours from different grains, familiarize ones self with various cereal grains, and learn appropriate cooking techniques for diverse cereal products.

METHODOLOGY

For procedure A, two different variations of corn were made in order to determine difference in flavor, texture, and appearance between them. For variation one, hominy casserole was made. For this variation, half the recipe was used. One tablespoon of carrots and green onions were sautéed in one-half tablespoon of butter and then set aside (46). One-half tablespoon of butter was meted in a saucepan and then one-half tablespoon of flour was stirred in (46). Six tablespoons of milk was added and cooked over moderate heat until it was smooth and thickened (46). Cheese and seasoning were added and stirred in until the cheese was melted (46). Once the cheese was melted it was removed from the heat (46). Hominy, carrots, onion, and cheese sauce were all combined and placed in a greased casserole dish (46). Bake uncovered at 400 degrees Fahrenheit for about twenty minutes (46). The flavor, texture, and appearance of the hominy casserole were evaluated during tasting and recorded in the lab manual (46). For the second variation, tortillas and con queso sauce were made and evaluated. Two one-third cup of instant mesa harina and one teaspoon of salt were combined in a deep bowl (46). While stirring constantly one cup of cold water was slowly poured into mixture (46). Kneed the mixture vigorously and then add up to one half cup more water of until the dough is firm and does not stick to fingers (46). Dough was divided into twelve equal portions and each one was rolled into a call between the palms (46). Each ball was rolled into a six-inch circle (46). Each tortilla was fired on a moderately hot, lightly buttered skillet for one to two minutes on each side (46). Tortilla was kept warm until served by being wrapped in a towel and placed in the warm oven (46). For the queso sauce three tablespoons of butter were melted (47). Three tablespoons of flour was added (47). The combination of butter and flour was cooed over moderate heat for about one minute (47). Eight ounces of canned tomatoes were added and cooked over moderate heat, stirring constantly until the mixture was thick (47). Four ounces of chopped green chilies and six ounces of shredded Monterey jack cheese were sired in mixture (47). Stirring continued until the cheese was melted (47). If the sauce was too thick then milk was added until the desired consistency was reached (47). The sauce was placed on top of the double boiler to keep warm until served (47). When the tortilla and chili con queso sauce was served the sauce was to be spread on the tortilla with a knife of fork (47). The tortilla was occasionally ripped into bite size portions and dipped into warm sauce (47). The flavor, texture, and appearance of the tortilla and chili con queso sauce were evaluated during tasting and recorded in the lab manual (46).

For procedure B, four different variations of wheat were made to determine which one was the most versatile cereal grain (48). The first variation was couscous. The couscous was prepared as directed on the back of the package (48). The couscous was fluffed with a fork and tossed into one tablespoon of melted butter (48). Couscous was transferred into a large serving bowl with one tablespoon of confectioners sugar and one tablespoon chopped pistachio nuts sprinkled on top (48). The second variation was gnocchi. Combine one and one-half cup milk, one-fourth cup butter, and one half teaspoon of salt into a saucepan and was heated to scalding (48). Add six tablespoons of farina gradually stirring constantly over moderate heat until mixture is thickened (48). Beat in one egg and a one-half cup of grated Parmesan cheese (48). Mixture was pressed into a small buttered loaf pan and chilled until firm (48). Once the mixture was firm it was removed from the pan and cut into one-inch thick slices (48). The slices were then overlapped on a buttered baking dish and the remaining cheese was sprinkled over them (48). The dish was baked at four hundred and twenty five degrees Fahrenheit for about twenty-five minutes or until hot and brown (48). The dish was served warm with tomato sauce (48). To make

the tomato sauce one-fourth chopped scallions, one-half grated carrots, one tablespoon of chopped green pepper, and one-half chopped garlic clove were sautéed for five minutes or until soft (48). Once the vegetables were soft one tablespoon of olive oil, one tablespoon of chopped fresh parsley, one cup canned tomatoes, dash of pepper, one-half teaspoon salt, one-fourth tablespoon dried basil, one- half teaspoon dried oregano, three ounces of tomato paste, and one-fourth teaspoon of brown sugar was added (48). The sauce simmered for thirty minutes and was then served over the hot gnocchi (48). The third variation was buttered noodles. Two to three tablespoons of butter was melted (49). Six ounces of spinach noodles were cooked in boiling, salt water until “al dente” according to the package directions (49). Salt water was drained and then the noodles were turned onto a serving dish (49). Variation four was tabulleh. Two cups of bulgar wheat were soaked in water for about a half hour (49). The bulgar was drained and the excess water was squeezed out (49). Two chopped tomatoes, one half cup chopped scallions, two tablespoons olive oil, one teaspoon dried mint leaves, one-half cup finely chopped fresh parsley, two tablespoons of lemon juice were added to the bulgar (49). The tabulleh was then served with pita bread (49). The flavor, texture, and appearance of the different wheat’s were evaluated during tasting and recorded in the lab manual (48).

For procedure C, a millet nut drop cookie was prepared. The oven was preheated to three hundred and seventy five degrees Fahrenheit (49). Two eggs, one-half cup of honey, and one teaspoon of vanilla were combined in one bowl (49). Two and one half cups of millet, one-half teaspoon salt, one-fourth teaspoon nutmeg, one teaspoon cinnamon, and one-eighth teaspoon cloves were combined in the second bowl (49). The dry ingredients were then mixed in with the liquid ingredients (49). Using a spoon the dough was dropped on a greased cookie sheet (49). One the all the dough was on the cookie sheet it was baked for twelve to fifteen minutes or until golden brown (49). The cookies were pulled out of the oven and set aside to cool before served (49). The flavor, texture, and appearance of the millet nut drop cookie was evaluated during tasting and recorded in the lab manual (49).

For procedure D, two different variations of buckwheat were made in order to determine the difference in flavor, texture, and appearance between them. The first variation was buckwheat pancakes. In a bowl one cup of fresh milled buckwheat flour, one-half cup fresh milled whole wheat flour, one-half cup fresh milled all purpose flour, one-half teaspoon salt, two tablespoons brown sugar, and four teaspoons baking powder were combined (50). In a separate bowl three tablespoons of oil, two beaten eggs, and one and one- fourth to one and one-half cup of milk were combined (50). The dry ingredients were mixed together with the liquid ingredients all at once and stirred until mixture was smooth (50). If the batter was too thick then a small amount of milk was added (50). The pancakes were cooked on a lightly oiled griddle or fry pan (50). When the pancake mixture was poured on the griddle it was cooked on one side until bubbles appeared on the surface (50). When bubbles appeared the pancake was flipped and cooked for one to two more minutes on the other side (50). The pancakes were kept warm in the oven until ready to serve (50). The flavor texture, and appearance of the pancakes were evaluated during tasting and recorded in the lab manual (50). The second variation was kasha. In a mixing bow one cup of kasha and one beaten egg was mixed together until the grains were coated (50). The mixture was transferred to a skillet and cooked uncovered over moderate heat (50). The mixture in

the skillet was stirred constantly until kasha was dry (50). One-teaspoon salt, two tablespoons of butter, and two cups of boiling water were added (50). The mixture was stirred thoroughly, skillet was then covered, and heat was reduced to low (50). The mixture cooked for twenty minutes (50). If twenty minutes past and the mixture was still not tender then one-half cup of boiling water and an extra ten minutes over the heat was added (50). While the kasha was cooking over the heat one-fourth pound of chopped fresh mushrooms, one-half cup chopped onions, and two tablespoons of butter were sautéed (50). The sautéed mushrooms and onions were added to the cooked kasha and mixed lightly (50). The flavor, texture, and appearance were evaluated during tasting and recorded in lab manual (50).

For procedure E, seven different variations of rice were made in order to determine the flavor, texture, and appearance. The first variation was sesame rice fritters. Three-fourths cup of brown rice and one-half teaspoon of salt were added to one and one-half cups of boiling water (51). The heat was reduced to low and the rice was covered tightly and cooked for forty to fifty minutes or until tender (51). While the rice was cooking one-fourth cup milk and two tablespoons of instant dry milk were mixed together and set aside (51). Cooked rice, two tablespoons of toasted sesame seeds, and mixture of milk were combined (51). Two tablespoons of fresh milled all-purpose flour and one-fourth teaspoon cinnamon were added (51). One egg white was beaten and added (51). With a spoon the batter was dropped onto a hot, oiled griddle or frying pan and fried until both sides were browned and cooked inside (51). The sesame rice fritters were taken out of the hot griddle of frying pan and was drained on a paper towel (51). The flavor, texture, and appearance were evaluated during tasting and recorded in the lab manual (52). The second through seventh variation there was one cup of uncooked rice that was cooked as directed on the back of the package. This included Jasmine, instant rice, converted rice, long grain enriched, wild, and alberino rice. (52). All variations of rice were prepared shortly before serving time (52). The flavor, texture, and appearance were evaluated during tasting and recorded in the lab manual (52).

For procedure F, five different variations of oats were made to determine the flavor, texture, and appearance. The first variation was oatmeal muffins. One and one-fourth cup of quick cooking rolled oats and one and one-fourth milk were combined (53). The oats and milk sat for thirty minutes off to the side (53). One egg, slightly beaten and one-half cup of oil were combined in a bowl (53). In a separate bowl one and one-fourth cup of sifted all purpose flour, four teaspoons of baking powder, one-half teaspoon of salt, one-third cup of firmly packed brown sugar, and one-half cup raisins were mixed together (53). A well was made in the center of the dry ingredients and then the liquid ingredients were added all at once (53). Mixture was stirred until dry particles were moist (53). Greased muffin cups were filled with one third of mixture (53). The muffins baked at four hundred degrees Fahrenheit or until golden brown (53). Fifteen to twenty minutes for medium muffins and twenty to twenty five minutes for large muffins (53). The flavor, texture, and appearance were evaluated during tasting and recorded in the lab manual (53). The second through fifth variation were market forms of oatmeal cereals. One serving of oats was prepared as directed on the back of the package (53). The various oats cooked included: instant, steel cut, old fashion, and quick cook. The flavor, texture, and appearance were evaluated during tasting and recorded in the lab manual (53).

For procedure G, two different variations of Barley were made to determine the flavor, texture, and appearance. The first variation was vegetable barley soup. One-fourth chopped onion, one stalk diced celery, one-half cup sliced green beans, and two diced carrots were sautéed in oil for five to ten minutes (54). One teaspoon of salt, pepper, one-fourth teaspoon of marjoram, and one-fourth teaspoon of thyme were mixed in (54). Then hot water was added and brought to a boil (54). Add one-half cup whole uncooked barley and one quart of hot water were added in (54). The mixture was covered, heat was reduced, and cooking continued for 45 minutes (54). One tablespoon of chopped fresh parsley was sprinkled on top before tasting. The flavor texture, and appearance were evaluated during tasting and recorded in the lab manual (54). The second variation was barley pilaf. Two and one-half cups of beef broth were brought to a boil (54). Three-fourths cup of barley were stirred in (54). The beef broth with barley was covered, heat was reduced, and barley sat for thirty to forty minutes until tender (54). While the barley was cooking one-third cup chopped onions, one-fourth cup chopped green pepper, and one-fourth cup sliced celery were sautéed in one tablespoon of butter for about five minutes (54). Once the barley was tender the sautéed onions, green peppers and celery were mixed together and then served (54). The flavor, texture, and appearance were evaluated during tasting and recorded in the lab manual (54).

RESULTS

Table 1: From Wednesday lab 5:15-8:15pm. The entire class data was based on two different variations of corn. Observations were based on flavor, texture, and appearance.

Corn

Variation Flavor Texture AppearanceHominy Casserole Cheesy, oily Chunky Yellow sauce with white balls,

oily

Tortillas + con queso

Bland, cheesy Dry Tortilla-flat, tanQueso-red, green, yellow

Table 2: From Wednesday lab 5:15-8:15pm. The entire class data was based on four different variations of wheat. Observations were based on flavor, texture, and appearance.

Wheat

Variation Flavor Texture AppearanceCouscous Buttery Grainy Light yellow, thick

Gnocchi Tomato, salty Chunky White at the bottom with red sauce on the top

Butter noodles Bland Tough, flimsy, chewy White, long, thick

Tabulleh Lemon, fresh Chunky, hard, chewy Brown, green, red

Table 3: From Wednesday lab 5:15-8:15pm. The entire class data was based on a millet nut drop cookie. Observations were based on flavor, texture, and appearance.

Tritacale

Variation Flavor Texture AppearanceMillet nut drop cookies

Cinnamon, sweet

Grainy, a little crunchy Rough, brown, fluffy

Table 4: From Wednesday lab 5:15-8:15pm. The entire class data was based on two different variations of buckwheat. Observations were based on flavor, texture, and appearance.

Buckwheat

Variation Flavor Texture AppearanceBasic Recipe (From Scratch)

Dry, bland, plain Dry Brown, chunky

Kasha Grainy Chunky yet smooth Brown

Table 5: From Wednesday lab 5:15-8:15pm. The entire class data was based on seven different variations of rice. Observations were based on flavor, texture, appearance, and $/serving.

Rice

Variation Flavor Texture Appearance $/servingJasmine Very salty Sticky, chunky White Unknown

Instant rice Plain Chewy White, chunky Unknown

Long Grain Enriched

Creamy Smooth White Unknown

Wild Dry Hard, chunky Black/brown, long shape, dark, narrow

Unknown

Alberino Flavorful, beef, sweet

Sticky Gooey, thick, dark brown

Unknown

Converted Bland Chunky White Unknown

Sesame Rice Fritters

Bland Hard, crunchy Golden brown Unknown

Table 6: From Wednesday lab 5:15-8:15pm. The entire class data was based on five different variations of oats. Observations were based on flavor, texture, appearance, and $/serving.

Oats

Variation Flavor Texture Appearance $/ServingOatmeal Muffins Sweet Moist, soft,

crumblyBrown Unknown

Instant Bland Thick Light brown UnknownSteel Cut Creamy,

blandRough, Chunky Pale white, chunky,

thickUnknown

Quick Cook Watery, salty Thick, mushy Light brown UnknownOld fashion Plain Thick Light brown Unknown

Table 7: From Wednesday lab 5:15-8:15pm. The entire class data was based on two different variations of barley. Observations were based on flavor, texture, and appearance.

Barley

Variation Flavor Texture Appearance

Vegetable Soup Beans, onion, peppery

Watery with chunks Brown with colored vegetables

Pilaf Onion, beefy Grainy Light brown with green

DISCUSSION

For procedure A the flavor, texture, and appearance was analyzed for two different types of corn. The kernel of the corn softens and the hull is removed (46). Each corn called for a different recipe, which yielded different results. The main differences between the two variations were the type of

ingredients used and the method to make the corn. The hominy casseroles recipe was cut in half and contained eleven ingredients; hominy, green onion, butter or margarine, cheddar cheese, dry mustard, paprika, carrots, flour, milk, salt, and cayenne pepper. The tortilla with chili con queso sauce was cooked with different ingredients. The tortilla had two ingredients including masa harina and salt while the con queso had six ingredients including butter, flour, canned tomatoes with jalapeno peppers, green chilies, Monterey jack cheese, and milk. Shown in table one both of the variations were cheesy however the hominy casserole produced a much more oily flavor than the tortillas con quesso sauce. The hominy casserole had a chunky texture versus the tortilla con queso that had a dry texture. Both variations of corn that were made were made correctly, and nothing occurred that should not have.

For procedure B, the flavor, texture, and appearance were analyzed for four different types of wheat. Each variation of wheat called for a different recipe. The main difference was the list of ingredients that each recipe contained. Couscous was the only wheat that had a distinct grainy texture and this is because it is made from hard what that have large endosperm particles (48). Gnocchi was extremely salty and this was because added sodium and in both the Gnocchi and tomato sauce. The butter and Parmesan cheese also added extra salt content to the dish. The amount of time the noodles cooked could have had an effect on the hard chewy texture. Tabulleh was hard, chunky, and chewy in texture due to the bulgur wheat. Bulgar wheat is whole wheat that has been parboiled, dry, partly debranned and cracked into coarse angular fragments (48). It had a fresh flavor and this is most likely because of the added parsley. The color of the tabulleh was from the added herbs and tomatoes. All four variations of wheat that were made were made correctly, and nothing occurred that should not have.

For procedure C, the flavor, texture, and appearance were analyzed for millet nut drop cookies. Originally the recipe called for tritacale but the flour was altered. There were twelve ingredients, which included eggs, honey, nuts, salt, nutmeg, baking soda, oil, vanilla, millet, cinnamon, cloves, and baking powder. The hint of cinnamon was tasted in the millet nut drop cookie as shown in table three. It has a sweet flavor perfect for baked goods. The flour is gluten free because the millet grain does not contain the hard to digest plant protein, making it a great flour alternative for those with celiac disease (2). The texture of the dough was rough, grainy, and slightly crunchy. The millet drop cookies were made correctly, and nothing occurred that should not have.

For procedure D, flavor, texture, and appearance were analyzed for two different types of buckwheat. Both variation of buckwheat called for a different recipe. The buckwheat pancakes called for nine ingredients including: buckwheat flour, whole wheat flour, all purpose flour, salt, brown sugar, baking powder, oil, eggs, and milk. Kasha contained seven ingredients including: kasha, salt, onions, boiling water, egg, butter, and mushrooms. Both were brown in color but their flavors were not similar. The buckwheat pancakes were drier than kasha. Buckwheat is technically not a cereal because it is not a member of the grass family however the there are structural similarities (45). The two variations of buckwheat were made correctly, and nothing occurred that should not have.

For procedure E, flavor, texture, and appearance were analyzed for seven different types of rice. All variations called for different recipes. Brown rice, rice with almonds and cheese, and uncle ben’s rice

were not made. Converted, instant, and alberino rice were made in replace of them. The rice that stood out the most was the wild rice because of its unique color, shape, taste, and texture. The wild rice had a kernel that was long, cylindrical, and was dark in color. It had a distinct flavor that was much different than the other variations of rice. As shown in table 5 most every variation of rice had a bland flavor with the exception of alberinos sweet, beefy flavor. Every variation of rice was cooked in boiling water until tender. The seven variations of rice were made correctly, and nothing occurred that should not have.

For procedure F, flavor, texture, and appearance were analyzed for five different types of Oats. Thick and rough, Irish, traditional, and instant organic were not prepared. All five variations called for different recipes. The instant oats were bland and did not have as much taste. This could be because instant oatmeal has already been pre cooked. The quick cook oats were watery and tasted like they had a lot of sodium content. The oatmeal muffins varied significantly in texture and consistency. The muffins were fluffy because of the baking soda that was added. The steel cut oats and quick cook oats were not as dry as the other variations because of the amount of water that they absorbed. Oats are usually consumed in the form of oatmeal. Oatmeal has many minerals, vitamins, and fiber because neither the germ nor bran is removed (53). All variations were made correctly, and nothing occurred that should not have.

For procedure G, flavor, texture, and appearance were analyzed for two different types of barley. Barley is a whole grain that has the bran and hull removed (54). The vegetable barley soup has more ingredients than the barley pilaf. The vegetable barley soup called for thirteen ingredients including; onions, celery, green beans, oil, salt, marjoram, parsley, carrots, turnip, whole barley, hot water, pepper, and thyme. Barley pilaf called for six ingredients including; barley, beef broth, onion, green pepper, celery, and butter. Both had a strong onion flavor but different texture. They were both brown with added color from vegetables. The two variations were made correctly, and nothing occurred that should not have.

SUMMARY AND CONCLUSION

This experiment taught students how to analyze cereal based on flavor, texture, and appearance. Sensory analysis was used to evaluate certain cereal components. Almost all cereals are cooked the same but the difference lies in the ingredients, cooking time, and proportion of water added. Cereals should be tender, not sticky. Stirring cereals should be limited to prevent an undesirable consistency. Results can very from each individual because everyone is different and everyone has unique taste buds. Cereals are bland and tend to be combined with other flavorful foods.

REFERENES

1. Brannan, R.G. 2011. Laboratory Manual for NUTR 2200 (45-54)

2. The Gluten Free diet. (n.d). retrieved February 23, 2016, from http://www.beyondceliac.org/gluten-freediet/overview/

FLOUR AND GLUTEN FORMATION

PURPOSE

Several experiments were conducted to demonstrate how gluten is prepared. Each student prepared several gluten containing and gluten free dishes composed from different types of flours and then made evaluations based on appearance, weight, volume, texture, and flavor. Comparisons were made to show the effect of added sugar and fat in gluten formation.

METHODOLOGY

For Procedure A, four different variations of flour were used to make gluten balls to determine the difference in weight and volume. For each variation 120 g of whichever flour assigned was used (69). The different types of flour included bread, cake, all purpose, and whole wheat. 60ml of water was measured out and added gradually to the flour while mixing with a fork (69). More than 60ml of water may have been necessary to form stiff dough, which was not sticky (69). Once the dough became stiff it was placed on the countertop and kneaded until the dough was smooth and elastic (69). This step took thirty-five minutes. Once the dough was ready it was placed under cool running water (69). Under the water the dough was manipulated with gentle pulling and squeezing until the cloudy running water turned clear (69). Once the water was no longer cloudy it was necessary to check through the raw gluten ball to be sure no pockets of starch remained (69). If starch was present, continued washing occurred (69). Gluten ball was placed on a baking sheet and baked for fifteen minutes at 425 degrees Fahrenheit (69). Temperature was then reduced to 300 degrees Fahrenheit and continued baking for another thirty minutes (69). When gluten ball was finished baking it was pulled out of the oven and cooled (69). The cool gluten ball was weighed and recorded in the lab manual. Volume of baked gluten ball was measured (69). Baked gluten was placed in a large calibrated beaker or glass-measuring cup (69). The beaker or cup was filled with sugar or rapseed to a selected calibration mark (69). Total volume was recorded in lab manual. Sugar or rapseed was poured out into a graduated cylinder (69). The volume of sugar or rapseed was recorded in lab manual. The volume of the gluten ball was calculated by total volume subtracted by the volume of sugar or rapseed (69). Gluten ball was then placed on a small plate and labeled (69).

For procedure B, four different variations of flour were used to determine the effect of flour type on cake. The flours used were cake, bread, all purpose, and whole wheat. For each variation 1 and ½ cups of flour, ½ teaspoon of salt, and 1 ¼ teaspoon of baking powder were sifted together twice (70). ½ teaspoon of vanilla was added to ½ cup of milk (70). ¾ cup of sugar was added to ¼ cup of shortening, 4 tablespoons at a time, creaming 100 strokes after each addition (70). 1 eggs was added to the creamed mixture and stirred until blended (70). The mixture was mixed for one minute with an electric mixer at medium speed (70). 1/3 of the flour mixture and 1/3 of the milk mixture was added (70). It was then mixed for one minute with an electric mixer at medium speed (70). This was done two more times until all of the flour and milk was incorporated (70). Mixing continued for two minutes with an electric mixer at high speed (70). The batter was transferred to a greased and floured 8-inch square 8x8-baking pan (70). The batter was baked at 375 degrees Fahrenheit for approximately thirty minutes (70). The cake was done when it pulled away from the sides of the pan slightly (70). Doneness may also be tested by gently pressing the surface of the center of the cake with fingertip (70). If the cake was springy in the center then it was ready to be removed from the oven (70). Once the cake was removed from the oven it was set aside to cool off in the pan. After cooling, the cake was cut into pieces for the class to evaluate (70). The volume (height), texture, and flavor of each cake prepared was evaluated and recorded in the lab manual (70).

For procedure A, five different variations of gluten free flour was used to determine the effect of flour type on pancakes based on appearance, flavor, and texture (2). The types of flour used included:

Standard (gluten containing), Bob’s Rd Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill Gluten Free All Purpose Baking Flour, Domata Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten Free Original Multi-Purpose Flour (3). In a large bowl, 1 cup of flour (assigned by GA), 2 tablespoons of sugar, 2 tablespoons of baking powder, and 1 teaspoon of salt was mixed together (2). A well was made in the center of the dry ingredients (2). 1 cup of milk, 1 beaten egg, and 2 tablespoons of vegetable oil was poured in the center of the well and mixed until smooth (2). A lightly oiled griddle or frying pan was heated over medium high heat (2). ¼ cup of pancake batter was scooped or poured onto the griddle (2). Each side cooked until both sides were brown and then they were served (2). Appearance, taste, and texture were compared to gluten-containing flour pancakes and the results were recorded in the lab manual (2).

For procedure B, four different variations of gluten free flour was used to determine the effect of flour type on cakes based on appearance, flavor, texture, height (mm), and hardness (mm penetrometer) (3). The types of flour used included: Bob’s Rd Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill Gluten Free All Purpose Baking Flour, Domata Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten Free Original Multi-Purpose Flour (3). The gluten free cake procedure followed the same steps as the gluten cake procedure as mentioned above.

RESULTS

Table 1: From Wednesday lab 5:15-8:15pm. The entire class data was based on seven different variations of flour. Observations were based on weight and volume.

Preparation of Gluten Balls

Types of Flour Weight (g) Volume (cm^3)Cake 39 30.4Cake 22.9 27.6All Purpose 13 29.1All Purpose 28 2736Bread 62 342Bread 2 27 2736Whole wheat 33 434.91

Table 2: From Wednesday lab 5:15-8:15pm. The entire class average was based on four different variations of flour. Observations were based on weight and volume.

Preparation of Gluten Ball Average

Type of Flour Weight (g) Volume (cm^3)Cake average 30.95 29Bread average 44.5 2736All Purpose average 13 232.005

Whole wheat average 33 342

Table 3: From Wednesday and Thursday lab 2:00-5:00pm and 5:15-8:15pm. The entire class data was based on four different variations of flour. Observations were based on weight and volume.

Preparation of Gluten Ball Class Average

Type of Flour Weight (g) Volume (cm^3)Cake 15.4875 59.35Bread 32.5 983.25All Purpose 37.5 274.09125Whole wheat 29 332

Table 4: From Wednesday lab 5:15-8:15pm. The entire class data was based on six different variations of flour. Observations were based on volume, texture and flavor.

Effect of Flour Type on Cake

Type of Flour Volume (cm^3) Texture (mm) FlavorAll Purpose 11,200 236 VanillaAll Purpose 2 1835.35 228 VanillaCake 1400 230 VanillaCake 2 - - VanillaBread 1360 110 VanillaBread 2 1800 120 Vanilla

Table 5: From Wednesday lab 5:15-8:15pm. The data form the entire class average was based on six different variations of flour. Observations were based on volume, texture and flavor.

Effects of Flour Type of Cake Average

Type of Flour Volume (cm^3)

Texture Flavor

Cake 1,400 230 VanillaBread 1,400 115 VanillaAll Purpose 11,200 232 VanillaWhole wheat - - Vanilla

Table 6: From Wednesday and Thursday lab 2:00-5:00pm and 5:15-8:15pm. The entire class data was based on four different variations of flour. Observations were based on volume, texture, and flavor.

Effect of Flour Type on Cake Class Average

Type of Flour Volume (cm^3) Texture (mm) FlavorCake 1,366 253 VanillaBread 1,332 176 VanillaAll Purpose 3,955 228 VanillaWhole wheat 1,094 262.6666667 Vanilla

Table 7: From Wednesday lab 5:15-8:15pm. The entire class data was based on five different variations of pancake flour. Observations were based on appearance, flavor, and texture.

Pancakes

Variation Appearance Flavor TextureStandard (gluten-containing) Light yellow Sweet, savory Fluffy, airy, softBob’s Red Mill Gluten Free 1-to-1 Baking Flour

Golden brown Sweet, savory, little salty

Fluffy, airy, soft

Bob’s Red Mill Gluten Free All Purpose Baking Flour

Flat, yellow Salty bitter after taste Dense

Domata Gluten Free Recipe Ready Flour

Burnt, brown Burnt Crisp

Cup 4 Cup Gluten Free Original Multi-Purpose Flour

Burnt, white Bland Dry

Table 8: From Wednesday lab 5:15-8:15pm. The entire class data was based on five different variations of flour. Observations were based of appearance, flavor, texture, height, and hardness.

Gluten Free Cakes

Sensory ObjectiveVariation Appearance Flavor Texture Volume (cm

^3)Hardness (mm penetrometer)

Bob’s Red Mill 1-to-1 Baking Flour

Brown, yellow in middle

Vanilla Smooth 13,000 93

Bob’s Red Mill All Purpose Baking Flour

Light brown Vanilla Flakey 10,000 325

Domata Brown, yellow in middle

Buttery, vanilla

Moist 10,200 278

Cup 4 Cup Original Muli purpose Flour

Brown, yellow in middle

Vanilla Moist 17,780 270

Table 9: From Wednesday lab 5:15-8:15pm. The entire class data was based on five different variations of flour. Observations were based of appearance, flavor, texture, height, and hardness.

Gluten Free Cakes Class Average

Sensory ObjectiveVariation Appearance Flavor Texture Volume

(cm ^3)Hardness (mm penetrometer)

Bob’s Red Mill 1-1

Light brown Vanilla Smooth 13,000 109

Cup 4 Cup Free Original Multi-Purpose

Brown, yellow in middle Vanilla Moist 10,000 270

Bob’s Red Mill All Purpose

Light brown Vanilla Flakey 10,200 325

Domata Brown, yellow in middle Vanilla Moist 17,780 308.5

Table 10: From Wednesday and Thursday lab 2:00-5:00pm and 5:15-8:15pm. The entire class data was based on five different variations of flour. Observations were based of appearance, flavor, texture, height, and hardness.

Gluten Free Cake Whole Class Average

Sensory ObjectiveVariation Appearance Flavor Texture Height

(mm)Hardness (mm penetrometer)

Bob’s Red Mill 1-1

Light brown Vanilla Smooth 30.55 247.625

Cup 4 Cup

Brown, yellow in the middle Vanilla Moist 31.8875 235

Domata Brown, yellow in the middle Vanilla Moist 24.25 278.875Bob’s Red Mill All Purpose

Light brown Vanilla Flakey 28.5 350

DISCUSSION

For procedure A, the appearance, weight, and volume were analyzed for four different types of flours. Each flour variation called for similar recipes, which yielded different results. The preparation of gluten produced gluten balls of all different shapes and sizes. The main difference between the four variations was the flour used. The flours that were used included: cake, bread, all purpose, and whole wheat. As shown in table one and two from Wednesday’s lab, bread had the highest volume in centimeters cubed, height in grams, and the cake had the lowest. From the nutrition 2200 lab as a whole the results were slightly altered. As one can see on table 3 the average results showed bread to have the highest volume in centimeters cubed and all-purpose flour to have the highest weight. The difference between the labs could be because of a variety of different reasons. Based on the results bread contained the most gluten and this is because of the higher protein content. The amount of gluten formed in dough is dependent on the amount of protein in the flour (67). More gluten in a product results in higher volume because of the gluten strands that stretch when heated (67). Kneading the dough also helps with gluten formation and gives the dough its elasticity. Yes, flour does have other components that could have played a role in the development of the gluten ball, however most of these substances washed away when the dough ran under cool water.

For procedure B, four different variations of flour were used to determine the effect of flour type on cake. The flours used were cake, bread, whole wheat, and all purpose. Three variations were measured using volume, texture, and flavor. All-purpose had the highest volume in centimeters cubed and texture in millimeters. The bread had the lowest volume and texture. The volume and texture of cake flour was higher than bread but lower than all-purpose. This was not extremely accurate due to a lack of values. There were supposed to be two cake variations but the result of only one variation was recorded for various reasons. The fourth variation did not have any values because one group in lab forgot to make a cake with whole-wheat flour. When baking cake all-purpose flour is a good option to choose from due to the blend of both hard and soft wheat. The best flour to use for baking cakes is cake flour. The soft wheat has a low protein content that is best suited for cake production. The low protein content means that there is less gluten, which is considered to be a toughening agent. Low protein flours are tenderer and have a more pleasing texture. Added sugar and fat inhibit gluten development and are known as tenderizing agents. However, this did not affect the lab results because an equal amount of sugar and fat were added to the mixture.

For procedure C, five variations of gluten-free flour were used to determine the appearance, flavor, and texture of pancakes. The types of flour used included: Standard (gluten containing), Bob’s Red Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill Gluten Free All Purpose Baking Flour, Domata Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten Free Original Multi-Purpose Flour. The texture of the Standard (gluten containing) and Bob;s Red Mill Gluten Free 1-to-1 Baking Flour were both golden brown and had the fluffiest texture. The browning occurred as a result of mailard browning in the sugar. The Domata Gluten Free Recipe Ready Flour was brown, crisp, and very burnt. Burnt results did not accurately describe the flour because the pancakes were not prepared properly. The pancake batter was left on the heat for an extended amount of time. Pancakes do not require much gluten because they have tenderizers such as sugar in the ingredient.

For procedure D, four variations of gluten-free flour were used for both sensory and objective tests to determine the appearance, flavor, texture, height, and hardness of cakes. The types of flour used included: Bob’s Red Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill Gluten Free All Purpose

Baking Flour, Domata Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten Free Original Multi-Purpose Flour. Results shown on table 10 prove all cakes to have a vanilla flavor. Both of the Bob’s Red Mill products had a light brown appearance. The Domata and Cup 4 Cup were both brown on the surface and white on the inside. They also both had a very moist texture. Bob’s Red Mill Gluten Free All Purpose Baking Flour was flakey and hard. Gluten free flours results in a lack of volume

SUMMARY AND CONCLUSION

In the four experiments that were conducted for the analysis of different types of flour, it was concluded that each flour varied in volume and texture based on the amount of gluten present/not present. It was concluded that each flour had its own strengths and weaknesses, and thrived in different environments. Each student prepared a different gluten and gluten free dish and evaluated each based on appearance, flavor, texture, weight, volume, height, and hardness. High protein content means that there is more gluten and low protein content means that there is less gluten in the product. High protein results in high volume and low protein results in low volume.

REFERENCES

Brannan, R.G. 2016. Laboratory Manual for NUTR 2200 (67-71)

Brannan, R.G. Johnson, Hannah. 2016. Laboratory Manual for NUTR 2220 (1-4)

Histologic Follow-up of People With Celiac Disease on a Gluten-Free Diet http://ajcp.oxfordjournals.org/content/118/3/459

Nutrition 2220Literary Analysis

Beta-Alanine’s Effect on Endurance Athletes

Beta-alanine has a positive effect on the overall athletic performance

in endurance athletes. It is a non-essential beta-amino that is natural

produced in the human body and therefore not required through food

sources. Beta-alanine affects the muscles in the body which can result in

improving lean muscle mass, longer exercise duration, and enhanced

physical functioning.

Beta-alanine was discovered over one hundred years ago and is also

referred to as 3-aminopropionic acid. It consists of three carbon atoms,

seven hydrogens, one nitrogen, and two oxygens. Taking place in the liver,

pyrimidine nucleotides break down into uracil and thymine which then is

metabolized into beta alanine. Although beta-alanine is naturally produced in

the body, it can be found in outside sources. Beta-alanine can be ingested

through animal proteins which are found in beef and pork or can be found in

pre-workout supplements. Beta-alanine comes from three different

dipeptides including carnosine, anserine, and balenine.

Beta-alanine is a component of an important dipeptide that influences

performance in athletes. Carnosine, is stored in muscles and brain tissue and

can be found in type I and type II muscle fibers. There is a higher

concentration of carnosine in type II muscle fibers which are fast twitch

fibers that contract rapidly for short burst of energy. These types of fibers

fatigue quickly and, therefore, require carnosine for improved anaerobic

exercise performance (Culbertson 83). Carnosine helps keep the pH in type II

muscle fiber level. A balanced pH helps improves lactate acid build up

enhancing overall performance.

Beta-alanine affects lactate threshold in endurance athletes who have

a challenging time maintaining acid-base balance. Beta-alanine decreases

acidosis and influences uptake kinetics during high intensity exercise

(Baguet 495). Exercising causes the muscle pH to decrease due to the

accumulation of hydrogen ions and when pH levels in the muscle are low

they become more acidic and produce lactic acid. The production and

elimination of lactic acid is not balanced when there is a low ph. When

lactate acid becomes unbalanced, muscles in the body slow down and

become weak. When pH levels are balanced, muscles have optimal

performance.

The amount of beta-alanine available has a major affect on carnosine

levels in the body. Carnosine is the combining of beta-alanine and L-

histidine. An increased amount of carnosine in the body will prevent or delay

muscle fatigue, which is when the muscles lose energy and become very

exhausted, resulting in the decrease in muscle fiber contraction. The

intramuscular acidosis is known to be the main cause of fatigue during

intense exercises (Gross 222). Beta-alanine increases muscle carnosine

levels, which acts like a buffer to reduce acidity in active muscles, during

high intensity exercises (Culbertson 76).

Experimentations were done on forty six men who participate in high

intensity interval training exercises to determine if electromyography fatigue

threshold and efficiency of electrical activity would be effected when taking

beta-alanine supplementations (Smith 357). The men were randomly

assigned to either beta-alanine supplementation, placebo, or a control group.

Three grams of beta-alanine were taken every day for six weeks.

Electrographic fatigue threshold and electrical activity were plotted using a

bipolar surface electrode while the men performed two minutes of work on a

cycle ergometer (Smith 357). Results show that beta-alanine

supplementation had no significant influence on electromyography fatigue

threshold and electrical activity. (Smith 359).

Twelve endurance athletes around the age of twenty eight all

consumed 46 grams of beta-alanine supplementation for a six week time

period to determine the outcome. Eating habits were tracked to make sure

that food and beverage intake did not influence the performance of the

athletes. Aerobic capacity, one rep maximum, reaction familiarization, and

intermittent critical velocity familiarization were tested (Spradley 2). Results

proved that ingesting beta-alanine improves agility, reaction time, muscular

endurance, energy, and fatigue (Spradley 2).

Harris and his colleagues studied three groups to examine the effect of

beta-alanine supplementation on carnosine concentration in muscles. Over a

four week period, group I consumed supplements containing 90 grams while

group II consumed 146 grams (Harris 283). The final group consumed a

placebo. After the supplements were taken, a muscle biopsy was performed.

The results proved that the groups who had taken supplements had a

significant increase in their carnosine concentration while there was no effect

on the placebo group (Harris 283). There was an average of around 14%

increase in buffering capacity within the two groups that had taken

supplements (Harris 283).

Beta-alanine and creatine monohydrate supplementation were taken

to determine the effect on body composition, aerobic and anaerobic exercise

performance, and muscle carnosine and phosphagen levels (Kresta 1). Thirty

two active college aged females were randomly categorized into four

different supplementation groups including beta-alanine, creatine, beta-

alanine and creatine combined, and a placebo. Results show that after four

weeks of supplementation muscle carnosine levels increased by 35.3%-

44.8% for beta-alanine, .7-27.1% for creatine, 42.5-99.3% for the

combination of beta-alanine and creatine, and -4.1-10.9% for placebo (Kresta

1). There was no effect on the females VO2 max, peak lactate, lactate

threshold, ventilator threshold, peak power, mean power, total work, and

rate of fatigue (Kresta 1).

It is more beneficial to ingest beta-alanine rather than carnosine for

improved performance in endurance athletes. Directly consuming beta-

alanine will postpone muscle fatigue. This is due to when carnosine is

ingested the gastrointestinal tract breaks it down into beta-alanine and L-

histidine. The enzyme carnosine converts these two amino acids back to

carnosine once they are taken to the muscle. This means that only about

40% of the carnosine contains beta-alanine.

Beta-alanine is proven to increase muscular strength, power output,

muscle mass, anaerobic endurance, aerobic endurance, and delay muscle

fatigue (Gross 222).The consumption can benefit both men and women

weightlifters, bodybuilders, and high intensity cross trained athletes. Beta-

alanine plays a larger role in endurance events because of the large

accumulation of hydrogen ions and lack of pH.

When taking beta-alanine supplements, results are typically

recognized within one week of consumption. Beta-alanine supplementation

increases muscle carnosine concentration by 20-30% after two weeks, 40-

60% after four weeks, and 80% by 10 weeks (Budguet 837). There has not

been enough research to determine how long carnosine levels are raised

after cessation of supplements. Ducker examined if beta-alanine

supplementation could improve performance in male athletes running 800

meters around a track. After eighteen trained runners were chosen, the

participants went three months without using any supplementation. They

were well rested before each performance. A male participant ingested

either 161.5 grams of beta alanine or a placebo for twenty-eight days

(Ducker 555). Results proved beta-alanine had a significant impact on

exercise performance. They improved their time on average 3.6 seconds

better than the placebo participants (Ducker 555-557).

Oral supplementation of beta-alanine was ingested by fifteen male

athletes during a four week time frame. They supplemented orally with 4.8

grams a day of ether beta-alanine or a placebo (Derave 1). Isokinetic testing

was done on the athletes to determine if the beta-alanine supplementation

improved muscle carnosine concentration in the soleus and gastrocnemius. .

Five rounds of thirty second knee extensions and a 400meter run was

performed (Derave 1). Beta-alanine supplements increased carnosine

content by forty seven percent in the soleus and thirty seven percent in the

gastrocnemius during forty five percent maximal voluntary knee contractions

(Derave 1). Beta-alanine supplements did not increase muscle carnosine in

endurance athletes who ran a 400 meter race. There was no effect on

performance when the placebo was taken.

Beta-alanine enhances athletic performance in endurance athletes. It

increases muscular power, strength, and endurance while simultaneously

increases carnosine levels, which acts as a buffer to reduce acidity in

muscles. Therefore, when pH levels are balanced, muscles become less

fatigued and performance improves.

Reference Baguet, A., Reyngoudt, H., Pottier, A., Everaert, I., Callens, S., Achten, E., & Derave, W. (2009). Carnosine loading and washout in human skeletal muscles. Journal of Applied Physiology, 106(3), 837–842.

Baquet, Audrey, et al. beta-alanine supplementation reduces acidosis but not oxygen uptake response during high-intensity cycling exercise. European Journal Of Applied Physiology 108.3 (2010): 495-503.

Culbertson, Julie Y., et al. Effects of beta-alanine on muscle carnosine and exercise performance: A Review Of the Current Literature.” Nutrients 2.1 (2010) 75-97. Food Science Source. Web 4 Nov. 2015Ducker, Kajan J, Brian Dawson, and Karen E Wallman. Effect of beta-alanine

supplementation on 800-M unning performance. International Journal Of Sport Nutrition And Exercise Metabolism 23.6 (2013): 554-561.

Gross, Micah, et al. Effects of beta-alanine supplementation and interval training on physiological determinants of severe exercise performance.” European Journal Of Applied Physiology 114.2 (2014): 221-234. MEDLINE with Full Text. Web. 3 Nov. 2015Harris, R.C.; Tallon, M.J.; Dunnett, M.; Boobis, L.; Coakley, J.; Kim, H.J.; Fallowfield, J.L.; Hill, C.A.; Sale, C.; Wise, J.A. The absorption of orally supplied beta-alanine and its effect on muscle carnosine synthesis in human vastus lateralis. Amino Acids 2006, 30, 279-289.

Kresta Julie Y., et al. Efects of 28 days of beta-alanine and creatine monohydrate supplementation on muscle carnosine, body composition and exercise performance in recreationally active females.” Journal of The International Society Of Sports Nutrition 9. Suppl 1 (2012): 1-2. Food Science Source. Web. 22 Nov. 2015.

Smith, Abbie E, et al. The effects of beta-alanne supplementation and high-intensity interval training on neuromusclular fatige and muscle function, European Journal Of Applied Physiology 105.3 (2009): 357-363. MEDLINE with Full Text. Web. 22 Nov. 2015.

Sradley, Brandon D., Ingesting a pre-workout supplement containing caffeine, B vitamins, amino acids, creatie, and beta-alanine before exercise delays fatigue while improving reaction time and muscular endurance. (2012). Nutrition & Metabolism, 9(1) 28-36. Doi:10.1186/1743-7075-9-28

Wim Derave, MahirS. Özdemir, RogerC. Harris, Andries Pottier, Harmen Reyngoudt, Katrien Koppo, John A. Wise, Eric AchtenJournal of Applied Physiology Published 1 November 2007 Vol. 103 no. 5, 1736-1743 DOI: 10.1152/japplphysiol.00397.2007

BETA-ALANINE’S EFFECT ON ENDURANCE ATHLETES

INTRODUCTION

Beta-alanine has a positive effect on the overall athletic performance in endurance athletes. It is a non-

essential amino acid that affects the muscles in the body, which can result in improving lean muscle mass,

longer exercise duration, and enhanced physical functioning. It is a component of an important dipeptide

that influences performance in athletes. Beta-alanine is a Carnosine stored in muscles and brain tissue and

can be found in type I and type II muscle fibers. There is a higher concentration of carnosine in type II

muscle fibers, which are fast twitch fibers that contract rapidly for short burst of energy. These types of

fibers fatigue quickly and, therefore, require carnosine for improved anaerobic exercise performance (1).

The intramuscular acidosis is known to be the main cause of fatigue during intense exercises (2). Beta-

alanine increases muscle carnosine levels, which acts like a buffer to reduce acidity in active muscles,

during high intensity exercises (1). A balanced pH helps improve lactate acid build up enhancing overall

performance.

Beta-alanine affects lactate threshold in endurance athletes who have a challenging time maintaining acid-

base balance. Beta-alanine decreases acidosis and influences uptake kinetics during high intensity

exercise (3). Exercising causes the muscle pH to decrease due to the accumulation of hydrogen ions and

when pH levels in the muscle are low they become more acidic and produce lactic acid. When lactate acid

becomes unbalanced, muscles in the body slow down and become weak.

Beta-alanine was discovered over one hundred years ago and is also referred to as 3-aminopropionic

acids. Taking place in the liver, pyrimidine nucleotides break down into uracil and thymine, which then is

metabolized into beta alanine. Although beta-alanine is naturally produced in the body, it can be found in

outside sources. Beta-alanine can be ingested through animal proteins or can be found in pre-workout

supplements.

When taking beta-alanine supplements, results are typically recognized within one week of consumption.

Supplementing dietary intake with 4 to 6.4 g/day of beta alanine has shown an increase in muscle

carnosine concentration by 20-30% after two weeks, 40-60% after four weeks, and 80% by 10 weeks (3).

There has not been enough research to determine how long carnosine levels are raised after cessation of

supplements. Spradley examined if beta-alanine supplementation could improve performance in

endurance athletes. Aerobic capacity, one rep maximum, reaction familiarization, and intermittent critical

velocity familiarization were tested (4). Results proved that ingesting beta-alanine improves agility,

reaction time, muscular endurance, energy, and fatigue (4).

OBJECTIVE

The objective of this study was to determine if a pre workout smoothie with the addition of beta alanine

could be just as desirable as a smoothie without beta alanine by distinguishing the color, pH, and

consistency, and preference.

MATERIALS AND METHODS

Three different variations of smoothies were made in order to determine the difference in flavor,

consistency, color, and pH. For variation one, a regular smoothie was made without the addition of any

supplementation. For this variation one cup of almond milk, three frozen bananas, 6 tbsp. of peanut

butter, and 2 tsp. of coco powder were combined in a blender. All the ingredients were mixed until a

smooth consistency was reached. When the desired consistency was reached the smoothie was poured

into 16 individual custard cups. The cups were labeled with a number (575) to keep the tester unbiased.

All cups were placed in the refrigerator to chill until they were ready to be tasted. The remaining

smoothie was poured into a measuring cup. Using a colorimeter the color of the smoothie was tested. The

pH meter was used to determine the acidity of the smoothie. The Brookfield viscometer was used next to

determine the viscosity. The second variation followed the exact same procedure as above. The only

difference was the addition of two grams of beta alanine to the smoothie and the cup was labeled a

different number (759). The third variation followed the exact same procedure as above but the difference

was twelve grams of beta alanine and the cup was labeled a different number (387). Once the smoothies

were ready to be tasted they were pulled out of the fridge and evaluated based preference. After all

participants tested the product they provided feedback and the data was recorded. The statistics were

generated using excel for the analysis.

RESULTS

Table 1

Effect of Beta Alanine on Smoothie color, pH, viscosity, and preference

Treatment Day L* A* B* pH Viscosity (Brookfield spindle 2)

Preferred

1 1 64.0(+/-0.4)

6.6(+/-0.5)

11.4(+/-0.6)

5.69(+/-0.9)

27(+/-0.0) 1.5

2 1 63.5(+/-0.1)

6.9(+/-0.7)

12(+/-0.8)

5.59(+/-1.0)

42(+/-0.0) 1.8

3 1 65.5(+/-0.7)

5.7(+/-0.4)

11.4(+/-0.4

5.60(+/-0.2)

18(+/-0.0) 2.3

1 2 63.2(+/-0.7)

64.8 (+/-0.3)

10.8 (+/-0.2)

5.34(+/-0.7)

31(+/-0.0) 2.7

2 2 62.4(+/-0.3)

6.8(+/-0.8)

11.2(+/-0.6)

5.80(+/-0.9)

38(+/-0.0) 1.7

3 2 63.1(+/-0.6)

6.4(+/-0.2)

10.9(+/-0.2)

5.72(+/-0.4)

22(+/-0.0) 2.1

1 3 66.2(+/-0.2)

7.0(+/-0.7)

11.7(+/-0.9)

5.10(+/-0.9)

34(+/-0.0) 3.1

2 3 64.0(+/-0.8)

6.8(+/-0.4)

11.9(+/-0.6)

5.86(+/-0.7)

41(+/-0.0) 2.6

3 3 63.5(+/-0.4)

6.2(+/-0.3)

10.9(+/-0.2)

6.23(+/-0.9)

30(+/-0.0) 1.3

Note: Averages from the colorimeter, pH meter, and Brookfield viscometer taken on three different days. Data was based on observation of three different types of smoothies. Treatment one was a chocolate peanut butter banana smoothie, variation two was a chocolate peanut butter banana smoothie with 6 grams of beta alanine, and variation 3 was a chocolate peanut butter banana smoothie with 12 grams of beta alanine

DISCUSION

The results taken did not detect substantial differences between the three smoothies. Each smoothie

contained the same ingredients with varying amounts of beta alanine. Based on the colorimeter all

smoothies were relatively similar. All three smoothies were dark in color, which is supported by the data.

Both the a* and b* values fell closer towards the middle of the color chart showing that they are brown

which in this experiment was the case.

There was not a significant difference in the pH values. There were different values for each treatment.

These results were not expected. It was thought that there was going to be an alteration in pH between the

smoothies since beta alanine is considered an amino acid. Although the results do not show a change in

pH the amino acid does however work as a buffer inside the body. It helps maintain pH in extra cellular

fluid outside the body and intracellular fluid inside the cell by absorbing hydrogen ions. An ideal pH

range keeps muscles forcibly contracting for a longer duration of time.

The results taken from the Brookfield viscometer were inconclusive. The same spindle size was used for

each treatment, however they were all different results. Based on the data it is not clear which smoothie

had a higher or lower viscosity. The lack of supporting evidence could be a result of human error.

Standard deviation was calculated using excel. Results had a low standard deviation and were close to the

expected values as indicated by table 1. Based on which smoothies were preferred results only varied

slightly. Preference was measured on a scale of 1 to 3, with one being the most preferred in flavor. There

was not enough significant evidence to declare one smoothie of having a better flavor than the other.

COLCLUSION

The addition of beta alanine did not have a considerable difference in color, pH, consistency, or

preference. All results were relatively similar according to the data that was collected. If deciding which

smoothie to drink athletes should choose the smoothie that contained the maximum amount of beta

alanine supplementation for improved athletic performance.

LITERATURE CITED/REFERENCES

1. Culbertson, Julie Y., et al. Effects of beta-alanine on muscle carnosine and exercise performance: A Review Of the Current Literature.” Nutrients 2.1 (2010) 75-97. Food Science Source. Web 4 Nov. 2015

2. Gross, Micah, et al. Effects of beta-alanine supplementation and interval training on physiological determinants of severe exercise performance.” European Journal Of Applied Physiology 114.2 (2014): 221-234. MEDLINE with Full Text. Web. 3 Nov. 2015

3. Baquet, Audrey, et al. beta-alanine supplementation reduces acidosis but not oxygen uptake response during high-intensity cycling exercise. European Journal Of Applied Physiology 108.3 (2010): 495-503.

4. Sradley, Brandon D., Ingesting a pre-workout supplement containing caffeine, B vitamins, amino acids, creatine, and beta-alanine before exercise delays fatigue while improving reaction time and muscular endurance. (2012). Nutrition & Metabolism, 9(1) 28-36. Doi:10.1186/1743-7075-9-28

Nutrition 3300

Executive Summary

Child obesity is a major health problem in the United States. Studies show that one in

three children in the United States are overweight. “In the last 30 years the rate of childhood

obesity has increased considerably, almost tripling for children aged 6-11 years”(Calbom 5).

Being obese can cause serious problems and it is very sad to see young children go through

health related issues. Being overweight is a serious issue. It can cause high cholesterol, high

blood pressure, early heart disease, diabetes, skin conditions, and bone problems. Overweight

children are also more likely to experience death at a younger age. It is expected that today’s

generation of children will die at an earlier age than their parents. Because of this major issue we

have all agreed to create a menu plan for Athens Middle School. We chose this institution

because of it’s location. Athens Middle School is located within the poorest county of Ohio. We

are very Interested in researching and improving breakfast meals within local schools. Also

hope to expand the awareness of healthy foods available across the schools in the area.

Our main focus is going to be aimed more towards kids within the ages of six through

fourteen. We think focusing on the middle school is more important than the high school or other

local establishments because this is the age where kids develop and keep most of their

behavioral and eating habits. Therefore, if we are able to improve and have an influence on

them at this age then they could carry their habits into the future and even into their households.

By doing this, we would help them avoid early onset diabetes, chronic diseases, and other bad

nutrition habits.

Healthy breakfast leads to many benefits in a child’s life. Healthy lifestyle, better attitude,

reduced risk of chronic diseases, reduced risk of childhood obesity and diabetes. For this

reason we have decided to incorporate breakfast into the menu plan. We will be creating a

breakfast and lunch menu for 444 people per day, which averages to 4,440 meals per week.

This menu will will contain more organic fruits, vegetables, any other organic or more beneficial

healthy food available within the local area.

There are local farms within the area that we will research and contact about their prices

or deals that they would be willing to hypothetically give to the middle school. By using local

organic produce and food from nearby farms, it can result in healthier diets for the children and

show the parents that there is a local place where they can purchase healthy foods for a

reasonable price.

We will also begin to look at restaurant food services that are changing their menus and

recipes to better accommodate healthy living. Starbucks recently adjusted their menu to

eliminate all trans fat from their menu. Also, McDonalds gave their kids menu a make over a few

years ago by cutting french fry portions, adding fruit and offering 1% milk in place of soda.

Athens Middle School has vending machines offering soda and snacks for the kids. If we

eliminate these vending machines and use that money towards the breakfast and lunch menu’s,

we could potentially offer the kids more nutritious foods with their meals.

Menu cycle design

Child obesity is becoming a problem for low income families in rural areas. Being

overweight is a serious issue. It can cause high cholesterol, high blood pressure, early heart

disease, diabetes, skin conditions, and bone problems. Because of this major issue we all agreed

to create a menu plan for Athens Middle School. We chose this institution because of it’s

location. Athens Middle School is located within the poorest county of Ohio. We realize that

children are going to require meals that are simple yet tasteful. Children are picky and like a

limited amount of vegetables. We came up with a variety of cheap, tasty, healthy recipes.

Healthy breakfast leads to many benefits in a child’s life. A healthy lifestyle, better

attitude, reduced risk of chronic diseases, reduced risk of childhood obesity, and a reduced risk

of diabetes. For this reason, we have decided to incorporate breakfast into the menu plan. We

are also doing a lunch menu as well as an after school snack. We chose to include an afternoon

snack because we do not know if low income families are able to afford to feed their children at

home. Because of the possibility that children are not being fed dinner we wanted to make sure

that we send them home with a snack to conquer some of their appetite.

We created a breakfast, lunch, and after school snack menu for 391 children per day,

which averages to 5,865 meals per week. We called Athens Middle School and talked to the

principal who informed us that there are 391 students. Of those students, about fifty percent ate

lunch at school each day. Since fifty percent of the children eat lunch we chose to use .5

percent for the lunch period on our budget sheet. We then split the last .5 between breakfast

and afternoon snack meals. We figure that since breakfast is a very important part of the day we

would use .3 percent. Also, if children are not eating dinner at home they will be very hungry

come breakfast time. The remaining .2 percent would be used for the snack being received

once classes are released. With each meal being accounted for, it totalled to one hundred

percent. We did have to scale the total sale to match our prices. The total sale is based off of

391 children, 36 feeding weeks, and a 5 day operational week. We will be feeding three meals a

day for five days a week. We will not be feeding the children on the weekends as they will not

be attending school on those two days. There are 36 weeks in a school year and we found this

number by subtracting out the weeks students have off for winter and summer breaks. We

ended with a total sale of 320,000 dollars.

We thought that it would be a good idea to include a variety of different options for the

children. Our options include vegetarian and allergy free recipes. Although, not a large portion of

children are vegetarians, we thought that incorporating it into the menu was necessary. Many

children do not pay attention to their allergies. Therefore, having an allergy free option is

important. Due to the budget, we chose to opt out of providing milk to the students. Yes, milk is

an important beverage that children need to consume for bone health, however, it cuts a deep

chunk into the budget. We are replacing milk with water because it is more financially possible

given the schools funding. Also, it is acceptable to not include milk because the calcium that the

children need can be found in the other food sources that the school is giving to them. We have

included numerous recipes that contain calcium to make up for the amount lost. For example

the consumption of yogurt and other dairy based meals will contain the calcium that these kids

need.

For breakfast, we are offering two main dishes with fruit and water. For our dairy

product we decided to include yogurt, especially since we are getting rid of milk. For protein we

are offering scrambled eggs, peanut butter, and sausage. Peanut butter is a great option for the

students because it provides a great source of protein and healthy fats, monounsaturated and

polyunsaturated. Highly saturated foods increase weight gain, which helps explain the

predicament America is in with obese children and families. With monounsaturated and

polyunsaturated fats in the diet, the child will be able to maintain their body weight and build a

strong foundation for their cholesterol.

For lunch, we are offering two different dishes. Most of the recipes used for the main

dish include both a protein and a starch. We chose to include a lot of beans and rice into the

lunch menu because they are healthy, filling, and financially affordable. Combining rice and

beans will provide all nine essential amino acids that children need. Beans provide a great

source of protein, fiber, iron, magnesium, potassium, zinc, folate, and vitamin B-6. They lower

the risk of developing diabetes and cardiovascular disease because the fiber will help balance

their blood sugar and lower their cholesterol if it is high (1). We have turkey/ham and cheese

wraps with whole wheat tortillas. Whole wheat is less processed and contains more fiber and a

wide array of vitamins and minerals that are beneficial to the body. Broccoli is the main and

most popular vegetable that we are serving. This is because broccoli is one of the healthiest

foods your body should consume. It has a high density in nutrients and a high density in

vitamins and minerals as well.. Throughout the research that we conducted during this project,

we found multiple studies that showed a surprisingly high number of children who enjoyed

eating broccoli. Along with the two dishes we will still provide fruit, vegetables, and water to all

the children who are having lunch.

If you have not already took a glance over our menu, we have incorporated grilled

chicken sandwiches into it. Even though a majority of the younger children these days love

chicken nuggets or any kind of fried chicken, grilled chicken is a better health benefit in

numerous ways. This grilled chicken sandwich is a great source of vitamins, minerals, proteins

and carbohydrates. Also, it is healthier than the fried chicken because when you grill chicken,

you are required to use way less oil than you need in order to deep fry. Of course less oil means

a lot fewer calories and fat in the end product. Also, by serving the students grilled chicken at

this young of an age, they can quickly learn to enjoy and adapt to this lifestyle rather than the

fried chicken nuggets they used to receive or still do when they are at home. Also, we made an

alternative and decided to incorporate less amounts of regular french fries. Since everybody

loves french fries, we knew sweet potato fries were a healthier adjustment to our menu. Sweet

potato fries are healthier and more beneficial for people’s health because they contain more

vitamin A, more potassium and more fiber than regular white potatoes.

We thought that by making fruit and water available at every meal on every day that it

would encourage the students to eat them while they are there because those resources might

be limited to them when they are home. Some schools have bags of chips, soda’s, ice cream

machines and other various snack deals that have no benefits to the children. Therefore, we

decided to eliminate those options from our menu and add in the extra vitamins and minerals

these children need to grow and get through their day. Also, by replacing the unnecessary fatty

foods and replacing them with heart healthy and beneficial foods, the students might learn

something and bring the knowledge home to their family and progressively show their

householder how to live a healthier life.

Overall, we enjoyed conducting all this research throughout the project. There were

times where it became difficult but we found ways to figure it out and learned information we

didn’t know before.

Recipies

40 different recipes created on computer software not attached.

Menu Design


Nutrition 3100

EAL Question #1

What is the evidence that interventions targeting only parents may contribute to the effective treatment of childhood obesity in children ages 6-12

There is limited evidence to support the belief that targeting only parents will decrease obesity in children aged 6-12.

There were 3 studies that were done to see if it is possible to exclusively target parents for intervention to treat obesity in their children

Epstein LH, Gordy CC et al 2001 study was designed to test different diet interventions among obese

adults. study on the weight of the children was also gathered Found that one year after treatment children of parents in one treatment

group improved weight status slightly, while children of parents in the other diet treatment group did not decrease percent overweight by a statistically significant amount

Golan, Weizman, et al 1998 study of 60 children comparing weight loss interventions for children

focusing only on parents versus focusing only on the child parents in the parent-only group were provided training to act as a

change agent in their child’s weight management. finding were that a significant treatment effect between the parent-only

and child-only and child-only intervention groups at post-treatment, one year, and two years

all differences between groups significant at p<.05 or less Golan and Crow 2004

study extended Golan, Weizman, et al 1998 at 7 years, parent-only and child-only groups decreased percent, but

children in the parent-only treatment group had a significantly greater decrease in percent overweight

Conclusion There is weak evidence that targeting only parents can bring out some positive

change in managing childhood obesity in children 6-12 However

The nature of parent intervention makes a difference it is unclear to what degree parent-focused interventions affect longer term

outcomes

EAL Question #2

What is the relationship between the availability of retail food stores and childhood obesity and overweight?

Registered Dietitians must take into consideration a patient’s built environment to effectively assess, diagnose, intervene, monitor and evaluate their nutrition related problem. The built environment, which includes neighborhood safety, physical activity resources, and residential density, is especially important when working with an obese or overweight child. The availability of retail food stores is related to childhood obesity and overweight.

After performing and analyzing 3 separate studies on the issue, it was concluded that there is a decreased risk of childhood obesity and overweight when large chain supermarkets are easily accessible. The studies measured the density of and proximity to chain supermarkets, retail stores and convenience stores. A total of 87,329 subjects participated in the studies ranging in age from 2 to 18. One study found that the closer

children were to large brand name supermarkets, the lower their risk for obesity in low population density areas.

One large nationally representative study with a sample size of 73,079 adolescents found the density of chain supermarkets decreased BMI status. It was estimated that one chain supermarket per 10,000 people would reduce BMI rates by 0.11, and it was even higher for African Americans; however, the same effect was not found in early school aged children. The same study found that an additional convenience store per 10,000 people increased BMI by 0.03 and 0.15% increase in overweight. A different study examining early school aged children concluded density of convenience stores had no effect on BMI.

The conclusion that children have a decreased risk of obesity and overweight when they have accessibility to large chain supermarkets reflects the dietary choices being made. When children and their families shop at supermarkets they are able to purchase fresh produce and healthier food options. On the other hand when access to large supermarkets is limited people tend to eat more fast food and high caloric snacks. The finding that the addition of convenience stores will increase BMI also reflects the types of food sold at these type of stores, sugary, high fat snacks. When children have access to chain supermarkets the quality of food they consume tends to be healthier and relates to a decreased risk of childhood obesity and overweight.

EAL Question 3What is the effectiveness of using behavioral counseling as part of a multi component pediatric weight management program to treat childhood obesity?

A Literature review was conducted in 2005 to assess this question: 28 Peer reviewed Articles Grade 1: Good Evidence to Support

Behavioral components as part of a multicomponent program are shown to result in significant results including a decrease in adiposity and improved weight status

All interventions occurred in clinical settings Multiple study designs all show significant improvements when treatment

includes a behavioral intervention despite different behavioral components and research designs

Randomized controlled studies (7) Behavioral counseling intervention vs control group (8) Behavioral component group vs control group (6)

Three common theories in the articles reviewed: Social Learning Theory

Albert Bandura’s theory to explain learning through observation, imitation and cognitions applied to observations (vicarious learning)

Social Action Theory Max Weber - Social structure shapes behavior

Social Cognition Theory Theory of personality that focuses on cognition and learning cues from

the environment Bandura’s Reciprocal Determinism

Personality develops partly through observation of others Behavior shaped by social interactions and environment

Individuals shape environment through their behavior and cognitions

Common Behavioral techniques seen across multiple studies Self-monitoring of diet and physical activity Cue elimination Stimulus control Goal setting Action planning Modeling Limit Setting

The above techniques may have various effects on the outcome of individual studies but can not be determined because in most studies multiple techniques were used in tandem and a causal relationship can not be isolated. However, the following three studies include an additional component that can be evaluated.

Behavioral Intervention with Problem Solving Component Graves, Meyers, et al (1988)

Incorporated several behavioral techniques including self monitoring, stimulus control, and cognitive restructuring

Addition of a problem solving component increased initial weight loss and improved maintenance of behavioral modifications 3 to 6 months later

Epstein & Paluch (2000) Unlike Graves & Meyers, this study found no short term boost in initial

weight loss However after 24 months the children in the parent + child problem

solving intervention group had lower BMI Z scores versus those in the control group or the child only problem solving group

Behavioral Intervention with Enhanced Child Involvement Israel (1994)

Three variables: Behavior Intervention primarily for parents, Enhanced Child Involvement, and Control Group

No significant difference in outcomes between the parent focused training and the enhanced child training

Another, important factor was who the target of intervention was as can be seen in the following examples:

Behavioral Intervention focused on Parents Only Golan, Weizman, et al. (1998)

Parents-only group and Child-only group Both groups had a decrease in the percentage of overweight participants Intervention for parents-only group resulted in a greater reduction in

percentage of overweight participants (14.6% versus 8.1%) Golan & Crow (2004)

Long term effect of parents-only group versus child-only group indicates that 5 years post treatment parents-only group had a greater percentage of non-obese children (60% versus 31%)

Behavioral Intervention focused on Family Treatment Flodmark, Ohlsson et al (1993)

Long term outcome was improved in the Family treatment group in comparison to the child only group

At 1 year follow up children whose families were part of the treatment group had a reduction of 16.8% in subscapular skinfold thickness

While children in the child alone group had an increase of 6.8% in subscapular skinfold thickness

Additional differences are correlated with the length of treatment. Despite overlapping techniques the studies that had a longer duration of treatment had better outcomes.

Treatment Duration 3 to 6 months Saelens, Sallis et al (2002)

Self-monitoring Problem solving Stimulus control

Follow up BMI greater than baseline Epstein, Paluch et al (2000)

Self-monitoring At follow up increase in baseline weight observed

Obarzanek, Kimm et al (2001) Self-monitoring Problem solving

No difference at follow up between control and intervention group

Israel (1994) Self-monitoring Cognitive restructuring

Post treatment weight gain

Treatment Duration 6 months to 1 year Golan, Weizman et al (1998)

Self-monitoring Problem solving Stimulus control Cognitive restructuring

1 year post treatment both treatment groups had a decrease in percentage of overweight participants (14% & 8%)

Golan & Crow (2004) Self-monitoring Problem solving Stimulus control Cognitive restructuring

Five years post treatment both groups maintained a reduction in the mean of overweight percentage (60% & 31%)

Treatment Duration 1 to 2 years Flodmark, Ohlsson et al (1993)

Self-monitoring Stimulus control Cognitive restructuring

Parents-only group 16.8% reduction in subscapular skinfold thickness

Question 4 Provide common nutrition diagnoses and related interventions for overweight and obesity. Common Nutrition Diagnosis:

NI 1.5 Excessive energy intakeNI 2.2 Excessive oral food/beverage intakeNI 5.5.2 Excessive fat intakeNI 5.8.2 Excessive intake of carbohydratesNB 1.1 Food, nutrition and nutrition related knowledge deficitNB 1.4 Self-monitoring deficitNB 2.1 Physical inactivityNB 1.5 Disordered eating patternNB 1.6 Limited adherence to nutrition related recommendationsNB 1.3 Not ready for diet/lifestyle changeNC 2.2 Altered Nutrition related lab valuesNC 3.3 Overweight/ObesityNC 3.4 Unintended weight gainNI 1.6 Predicted excess energy intakeNI 4.3 Excessive alcohol intake

Nutrition Diagnosis, with Interventions:

1. Excessive energy intake and obesity (NI-1.5, NC 3.3) related to preference for fast food and lack of value for behavior change as evidenced by physical assessment (constipation), BMI (31.9 class 1), clinical manifestations of Metabolic Syndrome and altered lab values (elevated BP, cholesterol, LDL, triglycerides, blood sugar, and low HDL).

a. Diet modification- Very low calorie diet (VLCD)- 〜 500kcal and 100g protein with multi vitamin mineral supplement a day for 16 weeks.

i. Self monitor- record amount and type of food eaten for each meal, describe physical activity, and journal feelings and settings.

2. Risk for limited adherence to nutritional related recommendations (NB-1.6) related to 24 hour food recall, subjective statements, comments/questions directed at surgery, medical history, and previous diet trial.

a. Behavior therapy/modification and cognitive restructuring- STRONG, Learn to control stimuli, set small, achievable goals

b. Education and cognitive restructuring- Teach benefits of a healthy diet, and how to easily progress into sustaining long term habits.

3. Physical inactivity (NB-2.1) related to sedentary activity level as evidenced by joint pain.a. Increase physical activity: Suggest going to group fitness activities, promote walking and

other active alternatives for transportationi. Goals/objective- Patient is to begin walking for at least 30 minutes each day for

the next two weeks. Reassess patient compliance, increase activity when appropriate (progress to reach 60min/day).

ii. Recommend physical therapist or exercise physiologist- Construct feasible/appropriate personal activity and fitness program to accommodate lifestyle. Provide flexibility and document progress.

Question 5

Some resources that we feel are important for dietitians to utilize from the Nutrition Care Manual include:

Drug-Nutrient interaction Medical Nutrition Therapy (MNT) Nutrition Care Process (NCP) Nutrition Interventions Nutrition Screening Nutrition Support Calculators-REE/EEE Client-diet--Weight Management Nutrient list

Drug-Nutrient interactions are defined as physical, chemical, physiological, or pathophysiological relations between a drug and a nutrient. This type of study is important within clinical dietetics. Dietitians need to utilize the resources provided based on drug-nutrient interactions to ensure safety of patients receiving treatment.

Medical Nutrition Therapy (MNT) is a therapeutic approach to treating medical conditions and their associated symptoms via the use of specifically tailored diet, prescribed by a medical doctor, and registered dietitian.

Nutrition Care Process (NCP) is the systematic approach to providing high quality nutrition care.

Nutrition Interventions are designed purposefully to resolve or improve the nutrition diagnosis or nutrition problem by provision of advice, education, or delivery of the food component, of a specific diet or meal plan tailored to the patient’s needs.

Nutrition support is an extremely important resource for dietitians. This type of treatment is useful for individuals who cannot get nutrients from eating or drinking.

Nutrition screening is the process of identifying patients at high nutritional risk so that more extensive nutrition assessment can be performed. Nutrition assessment is a more detailed evaluation and seeks to define the risk of developing nutrition-related medical complications. It can also be used to monitor the course of nutritional therapy. Thus, nutrition screening is a brief evaluation to identify a subset of people at high risk, whereas nutrition assessment is a more complex process applied to this subset to delineate further their nutrition status. The distinction between screening and assessment can be blurred, however. The ultimate goal of both of these activities is to identify factors in individuals that can be altered through nutritional support to improve outcome in the screened population. Because nutrition screening and assessment are inextricably linked, this overview addresses both of these processes. Nutrition screening may also influence case finding in clinical practice. For example, a history of recent weight loss and

evidence of malnutrition along with other signs and symptoms may prompt medical evaluation to search for possible causes, such as cancer or other conditions.

The REE/EEE calculator is a convenient way to calculate the patient’s Rest Energy Expenditure and the Estimated Energy Expenditure. You just need to type in all the information, the result will come out, and it will tells which formulation was used. Dieticians can check the Nutrition Manual Calculators page to find out which formulation should be apply for each situation. And it gives you all the equations.

On the Clients/diet page, you can see a list of diseases and disorders, if we choose weight management, it’ll give you some sample menus for each level of Kcal intake, up to 5 days. And there are meal planning tips and label reading tips that dieticians can show their patients. Also, it gives a list of recommended food and an example of one day’s menu.It may helpful when planning dietary menu for your patients.

The nutrient list is also very useful. For example, if you check iron-content food, you will see a list of high iron containing food, with serving size.

Snack Analysis

Rationale: low fat diary, contains fiber and water for satiety, easy to prepare, requires minimal time, equipment and ingredients, low cost per serving, nutrient dense, Balsamic vinegar adds flavor without adding calories, low in added sugars, visual appealing variety of colors, low in calories

Nutrient Analysis: Calories 72, Total fat - trace amount, cholesterol 1 mg, total carbohydrate 13g, Fiber 3 g, protein 5 g, sodium 103 mg, potassium 542 mg, 154 mg, iron 1 mg, zinc 1 mg, vitamin c 35 mg, vitamin A 9460 IU, Vitamin A (r.e.) 946 RE, vitamin B6 .1 mg, Vitamin B12 .3 mcg, Vitamin B 1 trace amount, Riboflavin .1 mg, Folacin 62 mcg, Niacin 1 mg

Food Exchanges: ½ Non-Fat Milk, 1 1/2 vegetable

PES statements

Overweight/obesity (NC- 3.3) related to excessive energy intake and physical inactivity as evidenced by 24 hour food recall, undesirable food choices, BMI of 31.9 (Obese class I), self report of sedentary lifestyle due to joint pain, and presence of 4 out of 5 criteria for metabolic syndrome including elevated BP, low HDL cholesterol, elevated triglycerides and elevated blood sugar. Excessive fat intake (NI-5.5.2) related to preference for fast food and lack of value for behavior change as evidenced by 24 hour food recall, comments/questions directed at surgery and altered lab values including elevated cholesterol, elevated LDL, elevated triglycerides and low HDL.

Heading Diabetes Case StudyA S (1 pt)

O (2 pt)

Patient has a sedentary lifestyle due to occupation. She states, “she does not follow any strict diet except for not adding salt and tying to avoid high cholesterol foods and high sugary desserts.” She has diet instructions but finds them to be confusing. She questions her ability to succeed in controlling blood sugars. Current blood glucose is 1524mg/dl. She suffers from type II diabetes mellitus and has been prescribed glyburide and metformin but comments “she does not take medication regularly.” She complains about being lethargic and vomiting and mentions “I thought it was food poisoning, but it kept getting worse.” Used to smoke 1 ppd for 20 years and has quit and she drinks 3-4 alcoholic beverages a week. No allergies that anyone is aware of at this time.

Patient is a 53-year old Hispanic female. She is 67 inches, weighs 81.81kg, and has a BMI of 28.3. She has been diagnosed with possible acute hyperglycemia. She has a medical history of type II diabetes mellitus and has been prescribed glyburide 20mg daily and metformin 500mg. Her father had HTN and CAD and her mother had type two diabetes mellitus.

Nutrient analysisSugar 56.608 grams46.1 % fat of kcal13.338g fiber2256.084 kcal

Lab valuesBlood pressure 90/70Glucose: 1524 mg/dlBUN 31 mg/dlHbA-1C %- 15.2Cholesterol: 205 mg/dlHDL-C: 45mg/dlLDL-C: 123 mg/dlUrinalysis: Protein: 10 mg/dL Glucose: + Ketones: +

TEE Female=1,892.3125 (RMR x AF 1.3)

D PES #1

(4pts)

Excessive carbohydrate intake NI-5.8.2 related to food and nutrition compliance limitations from lack of willingness or failure to modify carbohydrate intake in response to recommendations from a dietitian or physician as evident from her comment about the diet instructions being confusing, high carbohydrate intake, and elevated blood glucose levels of 1524 mg/dl on admit date and 475 mg/dl on day 2.

Self-Monitoring Deficit (NB-1.4) related to lack of focus and attention to detail as

PES #2

(4pst)

evidence by her comment stating that she does not follow any strict diet except for not adding salt and trying to avoid high cholesterol with lab values showing glucose levels of 1525 mg/dl, BUN of 31 mg/dl, and sugar of 56.608g on admit date.

I (4 pts)

Recommended nutrition education and nutrition counseling to learn how to watch her food intake. She should not exceed 1,300 kcal/day. She needs to be taught the exchange system and how to count her carbohydrate to help control carbohydrate intake and blood glucose levels. Increase fiber intake is recommended. Provide client with handouts with explanations of diabetes and healthy food choices that will keep blood levels normal.

Nutrient Intake SummaryDM Project

Client: Sophia Manchego Age: 53 Height: 67in/170.18cm Weight: 180ib/81.81kg

Initial Food Log/Date:

Average Kcalorie Intake 2256.084

Estimated Kcalorie-Maintenance

1892.3125

Estimated Kcalorie-Weight Loss

1392.3125

Source of Kcal Initial Food

Log – kcals.

% of Kcal. Recommended % of Kcal

CHO 909.02 40.6% 45%

Pro 297.04 13.3% 30%

Fat 1032.003 46.1% 25%

Sat Fat 313.83 30.4% 5%

MUSFA 264.573 25.6% 15%

PUFA 186.957 18.1% 10%

Sugar, GRAMS total

56.608(grams)

12% 25 (grams)

Nutrient Initial - Intake Recommended Intake

Protein (g) 74.260 134.643

Calcium (mg) 441.319 12000

Iron (mg) 7.853 8.000

Vitamin C (mg) 21.590 75.000

Vitamin A RE 432.985 1000

EXCHANGES Patient Intake Recommended Exchange Pattern

Bread/Starch Exchanges

9.50 4.0

*Fruit Exchanges 0 4.0

*Meat-MF Exchanges

2.00 3.0

*Milk-Low Fat Exchanges

0 3.0

*Vegetable Exchanges

3.50 5.0

*Other CHO 4.50 2.0

Dietary Fiber 13.338 21.000

Soluble Fiber 0 20

Heading Renal Disease Case StudyA S (1 pt) Patient has a sedentary lifestyle due to occupation. He suffers from stage 3 chronic renal

disease. He is requesting on self-administered continuous ambulatory peritoneal dialysis

O (2 pt)

because of his occupation and personal everyday tasks. He states, “I am here to have a catheter paced so I can start CAPD”. He has been admitted for insertion of Pd catheter and plans to use the cycler at night. Reports having warm and dry skin. Patient states that he has noticed his appetite has not been as good lately”. Describes mild nausea, but no vomiting. Relates that food has a bad taste. No allergies that anyone is aware of at this time.

Patient is 49-years old African American male. He is 66 inches, weights 77.1kg, and has a BMI of 23. He has been diagnosed with stage 3 chronic renal disease. He has been previously treated with hemodialysis. He had surgery in 2000 to repair umbilical kidney. He has a medical history of membranoproliferative glomerulonephritis, dyslipidemia, anemia of chronic kidney disease, dyslipidemia, and HTN. He has been prescribed Procardia, carvedilol, catapres, cellCept, fish oil, Lasix, prednisone, and calcitriol. His father had lung cancer and his mother had cervical cancer.

Nutrient analysis2044.841 KcalProtein 79.521gFluid 1182.96ccPotassium 3133.326Phosphorus 781.248mgFiber 18.412g

Lab valuesProtein, total (g/dl) 5.8BUN (mg/dl) 124Hemoglobin (Hgb, g/dl) 6.6Creatinine serum (mg/dl) 6.8Phosphate, inorganic (mg/dL) 11.9BP 161/92Calcium (mg/dL) 8.3RBC 2.33Hematocrit (Hct, %) 19Sodium (mEql) 130

TEE=2,054.52 (RMR x AF 1.3)

D PES #1

(4pts)

Excessive protein intake NI-5.7.2 related to altered laboratory values as evident by high protein intake, increased BUN 124 mg/dl, blood pressure 161/92, hemoglobin 6.6 g/dl, hematocrit 19%, and creatinine serum of 6.8 mg/dl on admit date.

PES #2

(4pst)

Excessive mineral intake (NI-5.10.1) related to altered laboratory values as evident by high levels of potassium 3133.326, phosphorus 781.248mg, and calcium 8.3 mg/dl on admit date

I (4 pts)

Nutrition prescription (NP-1.1)

Recommend nutrition education and nutrition counseling to train a patient in skills needed to manage or modify food for improved health. Nutritional intervention recommended by self monitoring, record review, and education as a result of adjusting patient’s intake of protein, fluid, phosphorous, potassium, label reading, and interpretation. Handouts can be provided to client with explanations of healthy food options for renal disease.

I(M/E) (.5 pt)

Electrolyte and Renal Profile (BD-1.2)

Patient/client BUN 124 mg/dl, phosphate 11.9 mg/dl, calcium 8.3 mg/dl, and creatinine serum 6.8 mg/dl are all over the expected range. He needs to gain knowledge on foods that he can eat that will benefit him as well as foods that he should limit. Recommend frequent visits with a dietician to evaluate and monitor progress. During visits he should be taught how to self monitor his own intake.

Signature

Nutrition 4100

Medical Record NoteScores are listed in the left column.

Heading Pulmonary Case Study ADIME Note

A(3 pts)

S Patient’s parents states: Have not had a formal diet instruction with the RDN

“We restrict most of the fat in his diet because it gives him diarrhea and make his stool “really stink.” That can’t be good for him.”

“A lot of times we don’t know what to feed him. But we feel good about the fact that at least he is getting enough calories.”

Patient states: “I have been having alot of cramps lately”

“I usually have really bad diarrhea in the afternoon at school”

“I only urinate a lot if I drink a lot”O 10yo, M, Height: 131.0cm, Weight: 22.75kg, BMI: 13.5

Family hx: Has sister who died shortly after birth with CF.Dx: Cystic Fibrosis, Upper respiratory tract infection

At Home Medications: Pancrease, 4 caps with meals; 1 cap with snacks; Bronchodilators with respiratory treatments. Timing of Pancrease=6am, 11:30am (by school nurse), 3:30pm, 6:30pm.

In the Hospital (physician orders): Pancrease, 4 caps with meals; 1 cap with snacks; Bronchodilators with respiratory treatments. Tobramycin administered via IV. Tylenol PRN po.

Diet recall: Est kcal: 1,048 Est fat: 6g or 6%TEE: 2,022.85 kcalDER: est. 2,200kcalREE: 1,011.425kcal

Physical: Clubbing of fingers & toes, extremely thin & pale, oral tissues intact, free of excoriation, flatus passed while in the room- very foul smelling, appropriate skin turgor, and active activity level.

Lab ValuesSerum Albumin = 2.3 g/dL Serum Magnesium = 1.4 mEq/L HbA1C = 7.1% Transferrin = 190 mg/dL Prealbumin = 8mg/dL Urinalysis = glucose (negative) protein (negative) others are within normal limitsCoefficient of Fat Absorption= 0.85FEV1= 75%

D

Dx:____points

Dx:____points

Dx:____points

A(Each PES statement is

worth 4 points)

Inadequate fat intake (NI-5.51) related to food- and nutrition-related knowledge deficit concerning appropriate amount of dietary fat as evidenced by parents stating “We restrict most of the fat in his diet because it gives him diarrhea and make his stool “really stink.” That can’t be good for him.” as diet recall shows 6% of kcal was from fat when AMDR shows 20-35% should come from fat intake.

Inadequate energy intake (NI-1.2) related to pathological / physiological causes that result in increased energy requirements as evidenced by diet recall indicating 1,048kcal intake while cystic fibrosis TEE is 2,094kcal.

Food- and Nutrition-Related Knowledge Deficit (NB-1.1) related to lack of prior nutrition-related education as evidenced by no prior formal diet instruction on how to apply food and nutrition related information to conditions related to cystic fibrosis due to lack of nutrition knowledge diet recall indicating 1,048kcal while cystic fibrosis TEE indicates a kcal need of 2,022.85kcal.

Impaired Nutrition Utilization (NC-2.1) related to compromised endocrine functions such as the liver and pancreas, as evidenced by malabsorption of fat and protein as shown in lab values by low production of prealbumin of 8mg/dL, serum albumin of 2.3 g/d, and low absorption of serum magnesium 1.4 mEq/L.

I (M/E)

I:____points

M/E:____points

P

Interven-tion: 6.5 pts

M/E;2.5 pts)

Increased energy diet (ND 1.2.2.1) recommended 2, 100kcal to compensate for elevated resting energy expenditure, malabsorption, and insulin insufficiency.

Nutrition relationship to health/diseases (E-1.4), to ensure patient is consuming high calorie, fat, and sodium foods, along with making sure to obtain an appropriate amount of carbohydrates for cystic fibrosis patients.

Nutrition Education (E) Ensure parents and patient understand dietary requirements related

to cystic fibrosis Priority modifications are to ensure parents understand their child

needs to increase fat intake due to his elevated resting energy expenditure and the importance of meeting his recommended DER

Explain how nutrition related to cystic fibrosis Recommend high fat foods and increasing calories by making simple

adjustments: drinking whole milk, consuming full fat foods, adding full fat spreads

Goal Setting (C-2.2)1. Provide nutrition education on cystic fibrosis diet to improve overall

health of patient2. Provide examples of foods high in healthy fats for patient

Self-Monitoring (C-2.3)Monitor total energy intake (FH 1.1.1.1)Monitor total fat intake (FH 1.5.1.1)

Signature- 1pt

Writing Style Overall impression of the note. Writing style, neatness

Counseling and Education

Nutrition 4901

Interdisciplinary Presentation (upcoming)


Management 2000

Chapter 1 Organizations

-recall and understand the definition of an organization and the various types of organizations

Management-recall and understand the definition of management

Efficiency and Effectiveness-remember and understand the differences between effectiveness and efficiency, recognize examples of each as they apply to a manager’s job

Types of Managers-recall and understand the different levels of management (top, middle, first-line) and types of managers (functional vs. general), be able to recognize examples of each

Management Functions-be able to define and recognize examples each of the four functions of management

Managerial Roles-be able to describe the types of managerial roles and recognize examples of each of 10 roles.

Management Skills-remember and understand the three management skills (conceptual, technical and human)

Chapter 3 Internal Stakeholders

-recall the three internal stakeholders and understand the role of the board of directors Environmental Forces (PEST)

- identify the forces in an organization’s environment and recognize how those forces may impact on an organization’s strategy

General/Task Environment-in addition to the environmental forces above, be able to describe the various stakeholders in the organization’s task environment

Ethics-define ethics and values

Ethical Dilemmas-define four approaches to solving ethical dilemmas and recognize how these approaches might produce different ethical decisions

Chapter 4 Globalization

-recall the definition of globalization and the global village Management Attitudes Towards Cultural Differences

-define and understand the differences between ethnocentric, polycentric, and geocentric managers, recall the definition of culture shock, recognize the differences between high and low context cultures

Strategies for international growth-describe the various strategies that an organization might pursue in order in order to increase their operations internationally

Free Trade/Barriers to Free Trade-understand how free trade agreements like NAFTA and GATT have increased opportunities for international trade

National Culture/Globe Project-define those dimensions on which cultures vary and understand how cultural differences may impact managers and organizations

Chapter 6 SWOT analysis

-recognize examples and describe the four elements of a SWOT analysis Grand strategies

-describe the three grand strategies, recognized examples of these strategies Porter’s competitive strategies

-define and recognize examples of the four strategies; Cost-Leadership, Differentiation, Cost-Focus and Focused Differentiation

BCG matrix-understand how market growth and market share influence strategy,

Chapter 7 The rational decision model:

Remember and understand the rational decision making model. Bounded rationality

Understand and apply the limits to rational decision making including bounded rationality and satisficing.

Group Decision MakingUnderstand and apply the advantages and disadvantages of group decision making

Group thinkUnderstand the symptoms and causes of Group Think

Heuristics and BiasesRemember and understand the concepts of Heuristics and their related biases

Chapter 8Organizational Culture

Understand and apply the three levels of organizational culture : Artifacts, Values, Assumptions Differentiate between Espoused Values and Enacted Values Identify Stories, Myths, Symbols, and Heroes and understand how they shape organizational culture

Organizational Structure Understand and remember the concepts of Authority and the Chain of Command and how these are identified on

an organizational chart Differentiate between examples of wide and narrow Span of Control Recognize examples of Functional and Divisional organizational structures

Chapter 9 Define Human Resource Management (HRM) and identify steps in the HRM Process Understand the purpose and recognize examples of Job Analysis Differentiate between Job Descriptions and Job Specifications Understand the purpose and origins of the Equal Employment Opportunity Commission Differentiate between Structured and Unstructured Interviews and recognize their limitations and advantages Understand the differences between Objective and Subjective Performance Appraisals Understand how Behaviorally Anchored Rating Scales (BARS) o make subjective criteria more objective Identify examples of 360 Degree Performance Appraisals, their purpose and limitations

Chapter 11 Understand and define Values and Attitudes Recognize the five major personality types Understand the definition and levels of Diversity Recognize work place Stress Understand the elements of Emotional Intelligence

Chapter 12• Differentiate between Extrinsic and Intrinsic Rewards• Identify and apply Maslow’s Hierarchy of Needs• Identify Alderfer's ERG theory• Understand Herzberg’s Two-Factor Theory and recognize examples of Motivating Factors and Hygiene Factors• Remember and apply Equity Theory• Understand the elements of Expectancy Theory• Understand how managers use Job Enrichment to increase motivation• Understand and apply Reinforcement Theory (Operant Conditioning)

Chapter 13• Understand the difference between Teams and Groups• Identify different Types of Teams• Recognize the different Stages of Team Development• Understand the advantages and disadvantages of small and large teams• Identify and apply Conflict Resolution Strategies

Marketing 2020

ACCT 1020


PSY 2110

Research Report #3

Caffeine is the most addictive drug and is consumed by the majority of the population. Some

enjoy the taste, while others enjoy the feeling that it offers. Either way many people rely heavily on

caffeine and need it to function throughout the day. Our group thought it would be interesting to see how

much money three different age groups spend on caffeinated beverages weekly. The three of us decided

to test how much money is spent on caffeinated beverages each week between underclassman,

upperclassman, and graduates. We asked the three groups a series of questions to determine which group

spends the most money. Our questions that we came up with were: what is your gender? Are you an

underclassman, upperclassman, or graduate? How much money do you spend each week on caffeinated

beverages?

As researchers there were certain aspects of the study that we could control. All of our subjects

were random and were either underclassman, upperclassman, or graduates. We controlled for whether

each subject was an underclassman, upperclassman, or graduate because we believe that these three

groups have different access to caffeinated beverages. For example, underclassman have a meal plan, so

they may be less inclined to spend money on caffeinated beverages because of access to caffeine within

the dining halls. In addition to this, graduate students may also be less inclined to purchase caffeinated

beverages because free coffee may be provided within the department in which they work. The other

aspect of our study that we controlled for was whether the participant was male or female. We controlled

for this because it may be possible that due to a male’s larger physique, they may have to consume more

and spend more money on caffeine to get the same pleasure affect as females.

During our study there were many aspects that we could not control. We could not control

dishonest answers. It is difficult to put a number on something that you do not keep track of on a regular

basis so we had to deal with the possibility of bad estimates. Another characteristic we could not control

for was where the participants choose to buy their caffeinated drinks. For example, some businesses may

charge more money for a 12 oz cup of coffee versus other businesses. A third aspect we could not control

for was the kind of caffeinated beverages the participants choose to buy. A vanilla latte is usually more

money than a small cup of coffee.

We expect to find that upperclassman will spend the most amount of money on caffeinated

drinks. This is because they have the least amount of access to free or included caffeinated beverages. As

stated previously, undergraduates have a dining hall plan where they can obtain caffeine drinks and

graduates oftentimes work in a place that may provide free coffee/tea as part of the job. In this study the

independent variables are underclassman, upperclassman, and graduates. Our dependent variable is the

amount of money spent on caffeinated beverages each week.

Raw Data:

Using SPSS we calculated the mean and standard deviation for each group. The mean for

underclassmen was 4.18 with a standard deviation of 3.843, the mean for upperclassmen was 9.45 with a

standard deviation of 6.605, and a mean for graduate was 8.10 with a standard deviation of 6.129

Underclassmen Upperclassmen Graduates

2.50 5 0

5 0 4

0 15 5

5 20 10

0 10 3

10 8 3

8 14 7

5 10 15

0 20 8

0 5 15

10 20 0

0 5 15

3 4 2

0 5 10

10 8 15

5 10 10

5 0 20

5 15 15

10 15 5

0 0 0

There are three assumptions that are associated with ANOVA and these include: normality,

homogeneity of variance, and independence of observations. Normality assumes that the dependent

variable should be normally distributed in the population from which we draw our samples. Using large

samples can balance out the effect of violating the normality assumption. The second assumption is

homogeneity of variance. Homogeneity of variance assumes that two or more populations being

compared have an equal variance, the rule is a 4 times difference. Violating this assumption means that

the variances are not within 4 times of each other. The third and final assumption is independence of

observations. Independence is the assumption that the two groups were sampled independently of each

other, which means that the groups are made up of different people. One person should not appear twice

in two different groups because this is inaccurate and could skew results.

We have not violated any of the above assumptions associated with ANOVA. Graphically, our

results show that the three sample groups are distributed normally. As you can see below we have our

histogram of our data that clearly shows a normal curve for each group. The variance of each group is

within four times of each other group in the study. This follows the 4 times rule. We did not violate the

assumption of independence of observation because our data that was gathered was completely separated

from one another and we never had one person record their results more than once. We asked them all the

same series of questions independently. This helped to control influenced answers, as the individuals felt

no pressure to give certain answers based on their peers. Violating independence of observations is the

most important variable not to violate because results could be very inaccurate and biased.

Using SPSS we conducted a one way ANOVA for our data. These are the steps that we took to obtain our

final data.

Hypotheses:

Ho: There is no significant difference in the amount of money spent each week on caffeinated beverages

when comparing underclassman, upperclassman, and graduates.

H1: At least one group mean is significantly different in the amount of money spent each week on

caffeinated beverages when comparing underclassman, upperclassman, and graduates.

Critical value:

According to Howell at alpha of .05 with degrees of freedom (2,57)

F.05 (2,57)= 3.18. We used the degrees of freedom between groups, which was 2 and a degrees of freedom

within groups which was 57.

Obtained:

ANOVA

Money spent per week

Sum of Squares df Mean Square F Sig.

Between Groups

300.358 2 150.179 4.695 .013

Within Groups 1823.388 57 31.989

Total 2123.746 59

We rejected the null hypotheses because we have a F critical value of 3.18 and an F obtained

value at 4.695. That means there is a significant difference in the amount of money spent each week on

caffeinated beverages when comparing underclassman, upperclassman, and graduates. It is appropriate to

perform a Fisher’s LSD post-hoc test because we rejected the null hypothesis. Therefore, we need to

evaluate which sample is significantly different.

Using SPSS we have created a Fisher’s LSD test. According to Howell, our t-critical value would

be T.05 (59)=+/- 2.009. The standard error value for our data is 1.78855. We found that there was a

significant difference in the amount of money spent on caffeinated beverages between underclassmen and

upeclassman as well as underclassman and people who have graduated. We calculated the t obtained by

dividing the mean difference by the standard error between the two groups. This was done to compare

each group to the other group. We compared our t critical value to our t statistic and determined whether

or not it fell in the rejection region.

Multiple Comparisons

Dependent Variable: Money spent per week

LSD

(I) Status (J) StatusMean Difference (I-

J)Std. Error Sig.

95% Confidence Interval

Lower Bound

Upper Bound

Underclassmen Upperclassmen -5.27500* 1.78855 .005 -8.8565 -1.6935

Graduate -3.92500* 1.78855 .032 -7.5065 -.3435

Upperclassmen Underclassmen 5.27500* 1.78855 .005 1.6935 8.8565

Graduate 1.35000 1.78855 .453 -2.2315 4.9315

Graduate Underclassmen 3.92500* 1.78855 .032 .3435 7.5065

Upperclassmen -1.35000 1.78855 .453 -4.9315 2.2315

*. The mean difference is significant at the 0.05 level.

Eta-squared measures the degree of variability among observations that can be attributed to group

membership. Looking at the table below, the calculated eta- squared was .141. This means that 14.1% of

the variability in the mean amount of money spent on caffeinated beverages per week is due to whether

the participants are an underclassmen, upperclassmen, or college graduate.

Tests of Between-Subjects Effects

Dependent Variable: Money spent per week

SourceType III Sum of

Squares dfMean

Square F Sig.Partial Eta Squared

Corrected Model

300.358a 2 150.179 4.695 .013 .141

Intercept 3146.504 1 3146.504 98.361 .000 .633

Status 300.358 2 150.179 4.695 .013 .141

Error 1823.388 57 31.989

Total 5270.250 60

Corrected Total 2123.746 59

a. R Squared = .141 (Adjusted R Squared = .111)

where the participants choose to buy their caffeinated drinks

After this study we can conclude at least one group mean is significantly different in the amount

of money spent each week on caffeinated beverages when comparing underclassman, upperclassman, and

graduates. We found that there was a significant difference in the amount of money spent on caffeinated

beverages between underclassmen and upperclassmen as well as underclassman and people who have

graduated. We divided the mean difference by the standard error, which resulted in a value larger than our

t critical value therefore, we had to reject this region. Based on the results we can conclude that

upperclassmen spend the most money on caffeinated beverages per week, which is what we expected to

find.

The average amount of money spent per week for upperclassmen was $9.45 dollars, which was

higher than the other two groups. We did not violate any assumptions when doing ANOVA, however

there were a few factors that we could not control, which could have affected our results. We could not

control the possibility of bad estimates. It can be difficult to have to put a number on something that we

do not normally keep track of on a regular basis. We can’t control where the participants choose to buy

their caffeinated drinks or what type of caffeinated beverage they choose to buy. Some drinks tend to be

more expensive than others. Although, there were factors that could not control we believe that our study

is accurate representation of the amount of money spent each week when comparing underclassmen,

upperclassmen, and graduates.

Communications 1010Name: Sydney Crowley

Activity #1 – Facebook CSI – Self Evaluation

More and more these days, employers are surfing the internet to find out more and more information about their future employees. For this exercise I want you to play detective….on your own Facebook page. Starting your profile page, explore all of the tabs (especially Timeline, Basic Information, About and More). In AT LEAST 500 words, construct a “profile report” of you. Specifically:

a. Tell me as much information as you can about yourself from the Basic Information screen.b. Tell me what you can about yourself from the About Screenc. Look at the first 5 things on your Timeline and describe the content and assess what that says

about you.d. Examine the first 8 pictures under the photo link. Describe the photos and evaluate what they

say about you.e. Select two tabs from the “More” tab and describe what they say about you.

PLEASE NOTE: Writing less than 500 words will result in a grade of 0 for this section.

Facebook can tell you a lot about an individual. A lot of people go onto others Facebook pages to investigate and figure out a little bit about the person. Weather you realize it or not Facebook tells a lot about your personality. Facebook is a great social networking system that allows people to connect with friends and family. However, it can also be harmful if you are not careful. If you post inappropriate items on Facebook then that can have a huge impact on your life. People need to be very cautious about what they decide to post because things can definitely come back to haunt you. I have always heard that its important to be careful but I never actually heard of Facebook having an impact on someone until recently. A few months ago my dad told me a story about how he had to fire a guy at work because of what he was posting. Now my dad has a Facebook and is always checks my page to make sure that it is clean.

If a random person was a to take a look at my page they would be able to dig up some information about me. I try not to post anything to personal on the Internet. I never post any statuses but I do put up a lot of pictures. The person would be able to figure out how old I am because it says that I just graduated from Mount Notre Dame high school. They would notice that I really enjoy hanging out with my family and friends. Based on my timeline picture they would be able to tell that I have three brothers that I am very close to. They would also know who my very close friends are because they are in my last eight pictures as well as my profile picture. They would know that my friends and I were the

three blind mice for Halloween. If they looked through more of my pictures they would know that I went on vacation to the Bahamas with my family over the summer and had a great time. If they were to scroll down they would be able to see what kind of movies, TV shoes, books, music, and actors that I am interested in. If they were to take a look at the movies they would see that I really enjoy watching Disney movies. If they clicked on music then would now that a group of my friends are in a band. I have their CD and a link that will take them to their page. After looking at my likes they may get a sense that I am really into fitness and being very active. It shows that I attend Power Ryde and Simply Power Yoga, which is a studio located in near my house in Loveland, Oh. I share a lot of their post to try and encourage others to attend. I think that Facebook can be a great way to advertise.

Activity #2 – Facebook CSI – Detective on the job

Now that you have practiced writing an evaluation of yourself, it’s time to put our skills to the test. Open up your Facebook. As a friend – who is not looking at your screen to pick a number between 1 and the total number of friends you have. (E.g. Mine would be 1-1,019). Using that number, navigate to that friends page and complete a “profile report” on them. Feel free to change names to protect the innocent.

Starting with their profile page, explore all of the tabs (especially Timeline, Basic Information, About and More). In AT LEAST 500 words, construct a “profile report” of them. Specifically:

a. Tell me as much information as you can about them from the Basic Information screen.b. Tell me what you can about them from the information on the About Screenc. Look at the first 5 things on their Timeline and describe the content and assess what that says

about them.d. Examine the first 8 pictures under the photo link. Describe the photos and what conclusions you

can draw from looking at them.e. Select two tabs from the “More” tab and describe what they tell you about this person.

PLEASE NOTE: Writing less than 500 words will result in a grade of 0 for this section.

I had a friend who was not looking at my screen pick a number between 1 and 609. I used the number that she picked to get to one of my Facebook friends with the name of Katie Carstens. Katie was born on August fourteenth in 1991 and raised in Batavia, OH. She is the daughter of Chip and Sheri Carstens. She grew up in a catholic household with her two sisters Cassidy and Chelsea Carstens. Katie and both of her sisters attended Mount Notre Dame high school. While in high school Katie was a part of the golf team. Katie graduated from high school in 2010 and she now is a senior at the University of Cincinnati. She is currently in the health and science field striving to become a speech pathologist. She has recently created her own business card NSSLIIA. I feel like she is a great student and a very hard worker. I saw a post that she put up on last Friday night about how she was stuck in a twenty-four hour lab. I can’t even imagine doing that. From the looks of her profile Katie is going to be a very successful speech pathologist. She seems like a very caring, self less, and helpful individual. It seems like Katie is

extremely outgoing and has a great personality. All of these qualities that she shows will be great for her future career. She is part of Kappa Alpha Theta and from the looks of her pictures she is very close to everyone in her sorority. She is always posting pictures of them and talking about how much she loves all the girls. It looks like she is doing great in college and having a lot of fun.

Katie has five bands that she really likes. She likes Joseph Nevels, Cinema Sleep, Tana Matz, End the Paradigm, and Peter Lee Johnson. I have not heard of any of these bands but I am sure that they are really good ones. I can’t tell what type of movies and TV shoes that she is interested in because she doesn’t show that she likes any. TV may not be very important to her and she may be too busy to watch any shows. Although she does not have any movies that she likes it does show that she is a huge fan of Channing Tatum. Katie likes to go shopping and one of her favorite stores in Charlotte Russe. About five months ago Katie started working at Stonelick Hills golf course. I know that Katie enjoys gulfing at this course because there is a picture of her playing. There are also a lot of pictures of Katie with a boy named Mike. They seem to be very close but I am not sure if they are dating or not. It shows that they were dating at one point in time but I think they may have broken up because it shows on her page that she is now single.

Activity #3 – Texting and Chat

For this activity I would like to you reflect on your last phone text/chat conversations. Take out your phone. Check out the last 2 text or chat (Kik or whatever) conversations you had and type them out below. Please select messages that have at least 6 interactions. (An interaction is a single response from you or the person you are chatting). Be sure to answer the questions about when and where the conversation took place. Feel free to change names to protect the innocent.

Conversation 1:

Mom: Did you survive Halloween?

Me: haha yeah I did! Tiff, Sarah, and I decided to be the three blind mice. We wore black leggings, grey sweatshirt, ears, sunglasses, and painted our faces. We went outside and just found random sticks for our canes. It was really fun!

Mom: Good I’m glad you had a good time. Send me a picture when you get a chance. Your brothers are going to come up with your dad in two weeks for dads weekend.

Me: Yeah Ryan came up last weekend and that’s what he told me. I think that Zach is working at the cheesecake factory that night. He said that he can’t take off work but he is trying to get someone to cover his shift.

Mom: He got someone to cover for him. I just talked to him last night.

Me: okay awesome! Can’t wait!

Mom: You guys will have a good time. I got your picture it’s cute. Love you sweetie! Xoxo

Me: love you too mom!:)

When did this conversation take place? Monday the 28th

Where were you when you were having this conversation? I was in my dorm room

Did you discontinue Face-to-Face conversation with a live person to answer or respond to this text? No

On a scale of 1-10 (with 10 being the most important), how important was it for you to respond to this message immediately? Out of 10 I would rate this message a 3 of importance. It was not that important to respond immediately. I could have responded whenever I wanted to.

Conversation 2:

Tiffany: Hey do you want to meet me at Shively after your class?

Me: Yeah! My class got cancelled. I can meet you there after your class. 12:55 right?

Tiffany: Yeah.

Me: Alright cool see you in a little bit.

Me: wait.. haha you forgot your keys on my desk.

Tiffany: oh shoot you’re right. Wooops! Can you bring them to me?

Me: No, I don’t feel like it.

Tiffany: Thank you!:)

Me: No problem!

When did this conversation take place? Tuesday 29th

Where were you when you were having this conversation? In my dorm

Did you discontinue Face-to-Face conversation with a live person to answer or respond to this text? Yes

On a scale of 1-10 (with 10 being the most important), how important was it for you to respond to this message immediately? I would say a 7 because if I didn’t respond then I would not have met her at Shively. If I didn’t meet her at Shively then she would not have had her keys to the dorm.

Activity #4 – Turn it OFF.

You need to plan ahead a bit for this activity. For one day – well, one SCHOOL day, I need you to make a commitment to SHUT YOUR PHONE OFF during all of your classes and at any meals where you are not eating alone. During those times, I want you to observe your interactions with your environment (noting similarities and differences from when you have your cell phone on). What do you notice about your own communication patterns? What do you notice about the communication patterns of others? In conclusion, reflect on your own cell phone use throughout the day and assess the effectiveness of the strategies you employ?

Please respond to this prompt in a MINIMUM of 250 words. Responses less than 250 words will receive a 0 for this section.

I am not one to constantly be on my cell phone. It is probably because I do not have a very good phone. All of my friends make fun of me and call my phone the iphone 7. I am very bad at responding to people and a lot of times my friends get a little frustrated because I never answer them when they call or text me. Not having a nice phone has its ups and downs. I’m not going to lie I would love to have a smart phone but I don’t necessarily need one. I don’t want to be one of those people who are addicted and on their phone twenty four seven. I personally get annoyed when I am hanging out with someone who can’t be away from their phone for more than a few minutes. There is nothing more awkward then being at dinner with a group of friends who are all on their phones. I really don’t understand it. If you are going out to dinner with your friends then I think that you should put away your phones and actually spend time and talk to that friend that you are with at that moment in time. Why do people want to hang out with someone if they are just going to be on their phone the whole time? If someone is with me and on their phone it is kind of insulting. It makes me feel like they are really bored. Participating in this activity was very easy for me to do. I was able to keep my phone turned off without any problems. It was not a struggle for me at all because I never have my phone on me anyways.

Anthropology 1010I went to the Kennedy Art Museum and examined the Suku Helmet mask for Mukanda initiation

society. It is from the Democratic Republic of Congo. The mask is made of wood, pigment and raggia. The mask was a gift of Frederick and Carol LaSor. I was not sure what the purpose of the mask was so I researched to find out more information. I found out that the mask is a symbol for deceased elders. They are used to promote success in the hunt, to heal, and to punish criminals. Dancers wear the mask during certain initiation ceremonies. The mask has a ton of straw all around the face, which looks like a large beard. The face is painted with black and white paint and there is an animal resting on the top of the head. The animal looks like an armadillo.

English 1510Multimodal Argument

“In the last 30 years the rate of childhood obesity has increased considerably, almost tripling for

children aged 6-11 years”(Calbom 5). Childhood obesity is a major health problem in the United States.

Studies show that one in three children in the United States are overweight. This increase has also caused

an increase in child health problems. Being overweight is a serious issue. It can cause high cholesterol,

high blood pressure, early cardiovascular disease, low self-esteem, skin conditions, depression, bone

problems, and diabetes. Overweight children are also more likely to experience death at a younger age. It

is expected that today’s generation of children will die at an earlier age than their parents. Parents, why is

it that child obesity is dramatically increasing? There are a number of different reasons. The main cause is

poor nutrition and lack of exercise. For the sake of your child’s health it is important to be aware of what

our nation as a whole can do about child obesity.

Many children are not getting enough exercise throughout the day. The National Association of

Sports and Physical education recommends that children get at least sixty minutes of physical activity

each day. In this day and age it is very difficult for children to get a full sixty minutes of physical activity.

Technology in our generation is so advanced making us all lazier whether we like to hear it or not. It

makes things ten times easier. Why force your child to take the stairs when it is way more convenient to

take the elevator? Why make them to go outside and play with their friends when they have just as much

fun playing with their friends online? Technology is children’s main source of entertainment. It has made

it possible for children to be entertained for hours without having to leave the couch. Today Children

spend their night watching television, playing video games, and searching the web. It is estimated that

kids spend around 75 hours using the media each week. If your child is not being active at home then it is

important that they attend a school that provides them with this opportunity. Unfortunately, many school

districts around the nation are cutting physical education programs and recess from their curriculum

because of expenses and the idea of intensely focusing on academics. This is incredibly harmful to your

child’s health.

For many kids physical education class is the only chance for exercise. If they are not getting

exercise at home or school then obesity will continue to be a major problem in the United States. Children

obesity rates will continue to rise and there will be an ongoing increase in child health problems. The

national association for sports and physical educations guidelines for physical education recommends that

schools provide 150 minutes per week of PE to elementary school students and 225 minutes for middle

and high school students. Unfortunately, in high school only about one third of kids have PE class every

day. Does this mean that the other two thirds of students are participating in physical activity outside of

school? Most likely they are not. More than sixty percent of children do not participate in physical

activities outside of class. Physical education classes should be made mandatory for students in

kindergarten through twelfth grade. Instead of cutting classes schools should be promoting them. They

should be encouraging physical education class and stressing to your children the importance of taking it.

Children need guidance in their life. Without physical education classes some students will not

learn the importance of exercise and the overall effect that it has on their life. Children may hear on the

television that exercising is healthy but that does not mean that they are going to do it. I’m sure many of

you parents explain to your children the importance of being active but it is always nice for them to hear

it from another source. They need a credible and reliable teacher to tell them that this is true. Someone

who can provide them with facts and teach them different activities that they have never been introduced

to before. Not everyone is interested in the same thing. Teachers can open up new doors for students.

They can give them the opportunity to explore and find something that they personally enjoy doing. There

are numerous activities in the world and everyone is bound to find something that they enjoy doing. It is

the teachers responsibility to help the students find what they like to do and then encourage them.

Exercise does not strictly mean running and lifting weights. For children it is simply running around with

their friends playing a wide variety of games. Children should not dread going to gym class. Teachers

should make them feel comfortable in their environment and make it fun for everybody. If children feel

self conscious in their class then they are not going to want to participate in any of the activities. If they

do not participate in the activities then it is less likely that they will find something that they enjoy doing.

It is important for a child to find something that they like to do. Physical education class is a great

way for them to explore different options. There is an increased chance that students will participate in

extra curricular activities if they find a certain activity in PE class that they find enjoyable. Physical

education classes are great for encouraging children to be physically active outside of school. It also gives

children the opportunity to find something that they are good at. Your child may be naturally talented at

soccer, basketball, softball, football, etcetera, but without Physical education class they may never learn

the game. It would be a shame to let such talent go to waste.

Exercising during Physical Education class can be very beneficial for your child. It is incredibly

important and needs to be done everyday. While exercising your child will increase their heart rate, pulse,

and metabolism. This is extremely healthy for all children especially for those that are inactive.

Exercising can significantly improve your child’s weight by allowing them to burn calories. Children gain

weight by in taking more calories than they burn. Exercising during PE class can give them the chance to

burn off some of those extra calories. It can also improve mood, sleep, and bones. It is extremely

important for your kids to exercise especially for females because it increases their bone density. Weight

bearing activities can help strengthen the bone and decrease your child’s chance of developing

osteoporosis when older. Exercise not only helps prevent osteoporosis but it helps with many other

chronic diseases and even some cancers.

Physical education classes can increase your child’s confidence. Self esteem increases when

others are encouraging and giving you compliments. When students are split into teams for different

activities they learn the importance of communication and how to work well with others. Students also

learn how to follow rules. Your child will win some games as well as loose some, which is great for

teaching them sportsmanship skills. If your child messes up then they cannot blame someone else for their

mistake. They will learn how to take responsibility for their actions. Your child will learn leadership skills

by teaching other kids how to do things that they know how to do. PE class may also be the only time in

the school day where your child get the chance to talk with other classmates. This can be a great way to

improve his or her social skills.

Many schools are cutting physical education classes because they feel like it is valuable time that

is going to waste. School administrators think that by cutting Physical education class the students will

learn a lot more. This is not the case at all. There are more benefits from having physical education class

as opposed to not. It is actually proven that physical education classes improve academic performance.

Having the child exercise during the school day gives the child’s mind a rest, increases oxygen flow to the

brain, increases blood circulation, and increases brain neurotransmitters and neutrophins. This enhances

the child’s memory, attention span, and problem solving skills. The neurotransmitter that is being released

during exercise is called endorphins. Endorphins are “feel good” hormones in the body. These hormones

improve children’s mood, which decrease the risks of developing depression and anxiety. Research has

shown that aerobic exercise can improve memory and executive functioning in school-age youth

especially those who are overweight. Giving students breaks for physical activity throughout the school

day can significantly increase on task behavior. Research observed students in grades kindergarten

through fifth grade for thirty minutes before and after each break. On average the activity breaks

increased on task behavior by eight percent. Reports have also shown that children who are physically

active do better on tests and have overall higher grades.

Physical education programs are critical investments. Some schools however lack the financial

resources to provide all children physical activity opportunities in schools. I understand that there are

budget cuts being made in schools. Some schools may be hurting financially but allowing children to get

physical activity in for the day is not expensive. If schools cant afford to hire a professional then they

should at least let them have recess. Recess can be a time for children to run around and burn off some

extra energy. Although it would be nice to have a teacher that is well educated on the topic of health it is

not required. Schools that can afford to hire someone should. They should not replace physical education

class with recess just because it is cheaper. The reason being is because there are some children that may

sit around and do nothing during this time. Schools should look at physical education class as being just

as important as all of the other core classes.

Schools should not be eliminating physical education classes especially with all of the benefits

that it provides to children. More and more children are becoming obese everyday, and having them

attend physical education class can help reduce this problem. With a decrease in obesity that means a

decrease in health problems and an increase in longevity. Some schools believe that they are honestly

doing what is best for the students. They think by cutting physical education class they are giving the

student more time to focus on important subjects such as math, science, and reading. They however are

highly mistaken. They are not in any way helping the students succeed. I think that its great schools are

working hard to prepare students for the future but cutting physical education class is not the way to do it.

Children are developing unhealthy habits at a very early age. They are going to carry these habits into

adulthood and nothing positive is going to come from it. They are going to have incredibly expensive

medical bills and a decrease in their life expectancy. According to the centers for disease control and

prevention “The annual direct cost of obesity in the United States is estimated to be $14.3

billion”(Calbom 4). This is an incredible amount of money being spent for health related reasons caused

by obesity. I’m sure that you all would be devastated to see your child go down this unhealthy expensive

pathway.

Only six states nationwide require the recommended amount of physical education. This needs to

change. The legislation passed a new law in 2012 that requires twenty minutes of physical exercise during

the school day for student’s kindergarten through fifth grade. This is not enough. There needs to be

federal requirements for physical education in all schools. State legislatures need to make policies that

require children to take physical education class from kindergarten through twelfth grade. By creating

these laws we are creating an overall healthier nation.

Literary Analysis

The Best TV Commercial Ever is an extremely powerful advertisement video. The producers of

this video made it clear whom they were trying to target. The main audience is definitely any parent that

is currently raising a child. The secondary audience is anyone planning or expecting to become a parent in

the future. Although they are directly speaking to parents, this does not mean that they are the only ones

that can benefit from it. I personally am not a parent, but I have definitely learned a valuable life lesson.

It has a strong message that can be tremendously influential to many different people in today’s society.

By choosing to include a diverse group of people, both white and blue collard individuals allows for an

even larger audience.

By only watching this video once it is obvious who the main audience is. The advertisement starts

off in a large city with a few groups of individuals walking around. These groups are made up of two

people, one adult and one child. The following fifteen scenes continue in a pattern. They all have an adult

who is performing some type of unacceptable behavior. Following the adult is a young child who imitates

that same exact behavior. By the way these children dress, look, and behave it is appropriate to conclude

that these adults are their parents.

In this advertisements the parents make very poor choices. They are rude, uncaring, cruel, and

disrespectful. They don’t realize that their child is mimicking everything that they do and say. The

children are literally following in their parent’s footsteps in this video. It goes to show that parents have a

major impact on their children’s lives whether they realize it or not. Kids look up to their parents and

strive to be just like them. They watch their every move. Parents need to be careful of their actions and be

aware that there children are watching and learning from them every second of the day. Children do not

know right from wrong and it is the parent’s responsibility to teach them. If a parent treats someone

disrespectfully the child will think that it is okay to treat others this way as opposed to treating someone

with respect. In the video it showed a man that beat his wife in front of his little boy. This little boy will

now grow up to think that this is acceptable behavior when in reality it is not at all.

This video was definitely a little sad but it was a real eye opener for the audience. The message

being communicated was very effective. Parents need to take this message and apply it to their own life.

They need to learn to be mindful of their actions especially when there kids are around. They are teaching

their kids so much more than they realize. Every single parent’s choices, actions, and behaviors

significantly impact their children.

The claim of this commercial is explicitly shown at the end of the video. The claim is what

children see is what children will do. The purpose of this video was to make parents aware of how much

of an influence they have on their children. Everything that they do has an effect. Parents choice of

appearance, behavior, and language all matter. Children watch their parents like a hawk. They want to

dress, act, and behave just like them. Parents have the ability to shape their kids into whomever they

want. They can teach them right from wrong by practicing what they preach. If parents want their kid to

show respect towards others then they should do the same. Teach children good habits as opposed to bad.

In the video there is a parent and child riding up an escalator both smoking. Parents know that

smoking is unhealthy and the majority of parents don’t want their kids to smoke. It’s a hard habit to

break, but if one wants to save their child from smoking then they should quit. The video is not saying

that every parent who smokes child smokes. However, they are saying that it is more likely for a child to

smoke if the parents do. There was another scene in the video of a woman driving her car. This woman

was holding up the middle finger and hollering at the car next to her shouting “ do you even have a

drivers license” while the kid in the back was yelling, “I don’t think so.” The kid was also flicking off the

other woman in the car. This mom has taught her son that it is okay to blow up at a random person who

may have made an honest mistake.

There is a scene where both the father and son are throwing rocks at a dog hiding in his

doghouse. It is obvious that the dog is frightened but they still continue to scare it. The dad may think that

it’s all in fun, but this is not beneficial for the boy. It is teaching him to be forcefully aggressive. It is

wrong to abuse animals, but it is even worse if he is taking what he is learning at home with him to

school. It may cause him to pick fights with other kids for no apparent reason. This violent act can greatly

affect his future.

The success of this commercial comes from the little details that most people do not take time to

realize. The background music, color, text, tone, font, clothes, appearance, style, lighting, camera angle,

speed, volume, and so much more really contribute to the overall quality of the commercial. The small

things that seem to slip our minds as we watch is what makes us feel the way we do.

The music played in this video was slow and depressing. It’s instrumental throughout most of the

video except for in the beginning. The lyrics state, “It looks like rain again today. Dark clouds fill the sky.

Don’t know how to talk to you just know how to say goodbye.” They specifically chose this part of the

song because it’s a great way to appeal to the audiences emotions without them even realizing. Another

use of pathos in this video was at the end of the film when they displayed the black background. On this

black background slowly appeared a phrase that stated, “Children see. Children do” This text was written

in white bold lettering that was easy to see. There was nothing else to look at on the screen, which forced

the audience to focus their attention on the meaningful four words. They chose a simple phrase in hopes

that the message would stick. It was short, sweet, to the point, and very memorable.

The background colors of the video were very dark and gloomy. Most of the scenes were shot

outside during the day but the sun was rarely ever shining. One scene took place in an abandoned ally

way. If one looked close enough they would notice flickering lights in the background. By the way the

lights were displayed it looked like a scene taken out of a scary movie. There were not any vibrant colors

being used. Everyone’s outfits were plain and extremely dull. There was not a significant difference in

appearance between the child and parent. Their choice of style was almost identical. Having the child

dress similar to the parent was a subtle way to show that many children grow up to be just like their

parents. They start imitating their parents at a very young age. Every single child in this video looked

roughly the same age. They all looked to be around six years old, to young to question their parent’s

actions.

The speed of the film goes back and forth from fast to slow motion. The slow motion adds a

dramatic effect to the scenes. Every time the producers wanted you to pay specific attention they would

slow the film down and the camera would zoom in on a certain object. They zoomed in on the cigarette

that the girl was holding as she went up the escalator, they zoomed in on the boy throwing his can into the

streets, and they zoomed in especially on the facial expressions of those yelling. No one ever talked in

this video, they only would scream. Scream at their children, significant other, or even an innocent

bystander. Out of fifteen parents only one was being a good role model. It was the man in the very last

scene that kindheartedly helped out the woman who dropped her groceries. The dad bent down to help the

woman and the son followed. Words were not needed in this scene because his actions spoke louder.

Parents should perform more acts of kindness just like this father. It will impact their children in more

ways than one. Remember what children see children do.

Cons 3450J

CROWLEY

Contact: Sydney Crowley FOR IMMEDIATE RELEASE

Tel. 513-625-0746

Cell phone 513-236-7189

Email: [email protected]

UP CLOSE… WITH SYDNEY CROWLEY

Dreams, goals, and hobbies

Sydney Crowley, 20 years of age, was born on May 12, 1995 in Cincinnati Ohio. She is currently enrolled as a student at Ohio University and is working hard to attain a bachelor’s degree in nutrition with a minor in business. Sydney currently works as a customer service representative in the claims department at American Modern Insurance Group. She has worked for the company going on five years. She works in the office when she is in her hometown and works from home while she is away at school in Athens, Ohio

Sydney lives a healthy lifestyle and enjoys staying very active. She has been on several different sport teams throughout the years including volleyball, softball, soccer, basketball, track, and cross country. Her hobbies include-but are not limited to running, hot yoga, listening to music, and hanging out with family and friends. Sydney grew up in a household of boys. She has three brothers all of which she is very close too.

When Sydney was younger she was a member of a 4-H club where she showed goats and turkeys at the Clermont County Fair. Not only did she raise goats and turkeys but she also had sheep, hogs, chickens, cats, and dogs. Trying to balance school, sports, and 4-H all at once was not easy, but it taught Sydney how to be a hard worker and how to manage her time wisely. Sydney has volunteered at various locations during the past five years. Her favorite volunteer experience was with Live Healthy Appalachia. She taught a second grade classroom at Alexander Elementary School about the overall important of eating healthy and exercising regularly.

mailto:[email protected]

Sydney’s expected graduation date is spring of 2017. After graduation she plans on backpacking through Europe before pursuing her career in the health field. She enjoys traveling and would love to get out and explore the beautiful world that we live in. Sydney hopes to open up her own studio in years to come.

For more information on the topic, or to schedule an interview, please contact Sydney Crowley at [email protected]

Nutrition 3600

Health and Wellness

BIOS 2210Recent discoveries have proven evidence of microbial growth in the harshest conditions where

the division and multiplication of bacteria was previously thought to be impossible. Although bacteria may be invisible to the naked eye, it is everywhere on earth. The topic of microbial growth in environments that would usually have no signs of life ties all three articles. Microbial growth is an increase in cell division where a bacterium divides into two daughter cells. Bacteria can multiply rapidly under certain growth conditions. In the past, research scientists have tried to determine the best location and conditions for bacteria to grow. Recent research has discovered that a bacterium survives in even the harshest of conditions, some of which are completely sterile. Researchers are debating if the surviving bacteria could actually be a beneficial breakthrough for certain aspects of life.

Bacteria can be extremely harmful for our bodies; yet, we need it to stay healthy. It was once thought that there was no bacteria found in the womb during pregnancy. Now, there is evidence that bacterium does exist in the womb and it, in fact, helps boost the infant’s immune system. The mother’s seed their fetuses with microbes that are thought to help attack pathogens and fend off diseases. Healthy bacteria in the fetus can decrease premature birth. Scientists are researching ways to manipulate the bacteria to treat gut infections and autoimmune disorders. There are a few controversies, however. Some scientists do not believe there is strong enough evidence to support the idea that a bacterium passes from a mother to her fetus resulting in a strengthened immune system. If microbes can grow inside a mother and affect a fetus then where else can they thrive? Three years ago, research was preformed in the Antarctic plain. Scientist collected samples directly from a subglacial lake avoiding any threats of contamination to prevent invasion of organisms into the lake. They drilled through a thick sheet of ice to retrieve their samples and what they found was astonishing. From the collected samples that they gathered, it has been confirmed that life still resides where no energy from the Sun has been for one million years. These microbes found could possibly supply important nutrients, such as iron, to the subglacial waters and ecosystems in the Sothern Ocean. The survival of microbes in harsh climates is amazing. Furthermore, there have been signs of microbial growth in extremely sterilized environments found in NASA. Samples have been gathered from the air and surfaces in clean rooms at three National Aeronautic and Space Administration centers and discovered particular types of bacteria resist the sterilization procedures. This substantial breakthrough has played a role in the discovery of life elsewhere. Researches say that the surviving bacteria can help reduce microbe contamination in locations where spacecraft’s visit. These findings of beneficial surviving microbial growth are very significant.

The next stage of research for microbial growth will be to further research other subglacial lakes as well as expand on different sterilization techniques. I am very fascinated by all three of these articles. I have always thought of bacteria as being harmful substances that grow in dirty environments causing illnesses. I have learned that this is not always the case. There are bacteria out in the world that are in fact favorable to us all.

BIOS 2215The organism letter that I had was C. By looking into the microscope after my gram staining I

discovered that I had a gram-positive bacillus organism. I know this because the color was purple, which

indicates that it was positive instead of negative. The organism was rod shaped indicating that it was

bacillus instead of cocci. I looked at the sheet that was provided to us in class to figure out which test I

should run to determine which unknown organism was in the tube labeled C. The confirmation test that I

ran was VP+ and amylase+.

For the VP+ test I incubated my organism and then added five drops of both VP reagent A and B.

I shook the tube well, took the cap off, and placed it at a slant. After a few minutes I noticed that there

was an orange color on the top layer of the liquid, which indicates that it is positive. I also used the starch

agar plate. For this test I took my unknown organism and streaked it on the plate. After incubation I took

iodine and covered the entire plate to see it’s interaction with the starch. The iodine turned a dark

blue/black color and was clear around the bacterial growth, which indicates that the organism hydrolyzed

the starch. This confirms that my organism is positive.

After running the VP+ and amylase + test I determined that my unknown organism was Bacillus

megatarium. Bacillus megaterium is a gram-positive spore forming bacterium found in many areas. It is

one of the biggest known bacteria that grow at a temperature of 3 degrees Celsius to 45 degrees Celsius.

Interestingly, it has been found as a potential agent for the biocontrol of plant diseases. It produces

penicillin amidase used to make various amylases in the baking industry, and glucose dehydrogenase used

in glucose blood tests. It is used for the production of pyruvate, vitamin B12, drugs with fungicidal and

antiviral properties, enzymes for modifying corticosteroids, and other amino acid dehydrogenases.

Bios 1030Cardiovascular Health

There are a few simple things that young people can do to help prevent cardiovascular diseases. It’s very important for one to avoid smoking. Smoking is very dangerous and can cause serious problems. It is the biggest risk factor of cardiovascular disease. It is also important to maintain a healthy weight. Obesity is drastically increasing in young individuals, which is very harmful to our health. We need to avoid eating foods that contain a lot of sodium and high trans fat. These foods filled with salt and fat are not healthy for ones heart. Some of these foods can cause high cholesterol, which causes heart problems. One should watch what they are consuming. Eggs are extremely high in cholesterol but this does not mean that you should avoid them all together. They contain healthy nutrients that your body needs. You should not eat eggs everyday because the yolk is filled with cholesterol but I think they are okay to eat in moderation. One should just make sure to watch their cholesterol. One should get it checked by the doctor every so often. Along with eating nutritious foods such as fruits, vegetables, whole grains, and lean protein it’s also beneficial to make exercise part of your daily routine. Exercise helps to reduce stress another factor of heart disease. Oral health is also important. People with gum disease are at risk for heart problems because the inflammation in the body causes the arteries to clog.

African Americans are twice as likely than any other race to suffer from cardiovascular disease. This is because they carry a gene that makes them more sensitive to salt. This gene increases their risk of having high blood pressure. African Americans are also more likely to be obese and have diabetes. As mentioned above this is terrible for the heart. It does not help that they are less likely to pay visits to the doctor. They should be visiting the doctor regularly so that they can be put on certain medications if need be. There are supplements that can be taken to help cardiovascular disease. The simplest supplement to take is Aspirin but there are other supplements that can be taken as well. These include: fish oils, psyllium, vitamin C, vitamin E, CoQ10, B complex, Curcumin, Turmeric, Terminalia Arjuna, and Danshen.

For only ninety-nine dollars I would definitely want to be tested. Although it may be difficult to receive the bad news it can also be very helpful. I would like to know if I should be making any life changing habits that can prolong my life. If there is anything that I should be doing to help my body I would like to know. I want to live a long happy life and if there is something that I can do to make this happen I will do it.

Resources

http://www.webmd.com/heart-disease/features/how-can-i-prevent-heart-disease

http://www.medicinenet.com/script/main/art.asp?articlekey=161440

http://www.medicinenet.com/script/main/art.asp?articlekey=161440

http://www.webmd.com/heart-disease/features/how-can-i-prevent-heart-disease

http://www.webmd.com/heart-disease/features/why-african-americans-greater-risk-heart-disease?page=2

http://www.heart.org/HEARTORG/Conditions/More/MyHeartandStrokeNews/African-Americans-and-Heart-Disease_UCM_444863_Article.jsp

http://www.raysahelian.com/heartdisease.html

http://www.raysahelian.com/heartdisease.html





Bios 1300Sydney Crowley

Screening, assessment, and treatment of osteoporosis for the nurse practitioner: key questions and answers for clinical practice- A Canadian perspective

Rice, P., Mehan, U Hamilton, C. and Kim, S.

Background on relevant pathology:

This study was done to determine treatment options for osteoporosis. Osteoporosis is a

disease that diminishes bone material. Due to the declining bone structure, the bones eventually become

so brittle and fragile they become likely to fracture. The areas that are most prone to break

are located in the hip, wrist, and spine. Osteoporosis is a very common disease in

men and especially woman. The onset of osteoporosis usually takes place between

the ages of fifty and sixty-four. The disease usually occurs suddenly without notice

due to the fact that one can not feel their bones gradually becoming weaker. It is

painful and can cause many health related issues.

There are a variety of different treatments depending on the severity of the disease. Those at high

risk for fractures will greatly benefit from pharmacologic therapy. Those with a moderate risk will benefit

from becoming educated and gaining knowledge on fracture prevention methods. Low risk individuals

should participate in weight bearing activities and intake an adequate amount of calcium and vitamin D.

Prevention and treatment methods are absolutely critical for everyone.

Purpose and method of study:

The author used a case based approach to answer questions about nurse practitioners regarding

the screening, assessment, and treatment of osteoporosis in Canada. The author examined one specific

Canadian woman, Mrs. X who is 69 years old. She does not have any family history of osteoporosis or

any previous fragility fractures. However, she has shrunk 2.0cm in the past two years. Loosing height

could be a result of tiny fractures in the vertebra. This is an early sign of osteoporosis.

Summary of Results:

When Mrs. X went in for her annual checkup the nurse noticed a decrease in her height. Due to

the dramatic change in height Mrs. X was sent for a lateral thoracolumbar spine x-ray and biochemical

testing. Her results came back normal, free of vertebral fractures. In Canada the Canadian association of

radiologist and osteoporosis Canada (CAROC) and Fracture risk assessment (FRAX) tools both help in

assessing ten year fracture risks. They take into account low body mass index, parental hip fracture,

current smoking, alcohol intake, and rheumatoid arthritis. According the CAROC or FRAX tool Mrs. X is

going to have a moderate risk for developing osteoporosis, putting her in the 10-20% category.

Implications for Patient Care:

The longevity of individuals in today’s society will result in a dramatic increase in osteoporosis.

It is difficult to determine if one will develop this aching disease in their lifetime. Osteoporosis is

unenjoyable and incredibly expensive. The case study indicates methods for clinical assessment. Nurse

practitioners should be testing both men and women over the age of fifty not previously diagnosed with

osteoporosis. They should be able to provide treatment options to all patients depending on the severity of

their case. Furthermore, the nurse practitioner should also be assessing those who have previously

suffered from a fragility fracture. They have the ability to significantly improve current screening,

diagnosis, and treatment of osteoporosis. They could start recognizing signs sooner and start treating

patents before fractures occur.

Bios 2250

Name: Sydney Crowley Bios2250

A

B

C

D

EF

Pattern of inheritance

MAP

Autosomal dominant

B

Autosomal recessive

E

X-linked recessive

D

X-linked dominant

A

Y-linked F

Mitochondrial C

EXPH 1490Exercise Prescription, Evaluation and Programming

Case StudyAA is a 38 year-old emergency medical technician on an ambulance crew, which necessitates responding to calls at odd hours (high stress). He suffers from chronic low back pain for the past 2 years. This low back pain occasionally requires him to miss work. He was sent to you by his doctor to improve his general health and improve his work performance.

Weight: 245 lbs Height: 5’9” Resting BP: 150/82 mmHg Resting HR: 83 bpm

Sit’n Reach: 11 cm (box method)

YMCA Submax VO2 Test: 4.05 L/min

Bench press: 90kg for 1 rep Push-ups: 12 Partial curl-ups: 32

Body Composition: 35%

Muscular Endurance Muscular Strength

Cardiorespiratory Endurance

Body Composition

Flexibility

Description 50 percentile group for partial curl up and 20 percentile for push ups

Around 50%Average

Between 30-50%Below average

TYPE 2 obesity class

Poor

Recommendation Needs improvement Maintain but wouldn’t hurt to improve

Needs improvement

Needs improvement

Needs improvement

Days/week Continuously exercise or long distance. 40-60% of max capacity for long distance.

2-3 days a week

3-5 days a week Energy consumed= energy expended

Minimal 2-3 times a week.Ideal 5-7 days a week.

Sets Several sets 1-3 sets 20-60 minutes aSession

Cut the amount of calories consumed

Hold stretch for 15-30 seconds.

Reps High number of repetition. Extensive: Repeat each exercise 20-30 times. Intensive: repeat each exercise 10-20 times.

3-20 reps 65-90% Heart rate max

Increase physical activity

Repeat stretch 2-4 times.

Tips/examples Interval training Extensive:

intensity 60-80% max performance

Intensive: 80-90%

Repetition

8-10 exercises per session

Endurance training

Interval training

Repetition

Weight loss Stretch all major muscle groups (static, dynamic, PNF, yoga)Stretch before and after exercising.

Using the data above calculate an Ideal Body Mass based on a Desired BF% of 25%. Use the powerpoint slides to help you calculate (on the back of this paper).

Components of Fitness:Each of the components of fitness can be measured and given a description. Below is a list of ways that each component can be measured. Muscular Endurance: Timed Curl-up Test, push-up test.

Muscular Strength: Grip Strength, Bench Press

Flexibility: Sit’n Reach

Cardiorespiratory Endurance: VO2 max test, YMCA sub-max test, 1.5 mile run test, non-exercise predictions.

Body Composition: Bioelectrical Impedance, Skin Fold Calipers, Bod Pod, under water weighing, BMI.

BMI (kg/m2)Men < 102 cm

Women < 88 cm

Men > 102 cm

Women > 88 cm

Underweight < 18.5 Low Low

Normal 18.5 – 24.9 Normal Normal

Overweight 25.0 – 29.9 Increased High

Obesity, class

I 30.0 – 34.9 High Very high

II 35.0 – 39.9 Very high Very high

III > 40.0 Extremely high Extremely high

Seeing and Knowing Visual Art

I have chosen to write about a very famous piece of artwork that is here on campus. This piece of

art is located at the Bicentennial Park, which is right across the street from the convocation center. This

artwork is known as “input” and was created by Maya Lin in 2004. Maya Lin grew up in Athens, and

both of her parents were professors at Ohio University. Maya’s goal was to create a piece of art that

would have an effect on herself as well as anyone who has a connection with Athens. When Maya was in

high school she took a computer programming class at Ohio University, which became her inspiration.

Maya spent the majority of her time in computer programing class punching out data input cards.

These punch cards are represented as triangles in her piece of art. Her artwork contains 21 different

rectangles all of which are very unique. The denotation and connotation is represented by all of the

different dimensions of the rectangles. There are height differences between the rectangles, which show

an illusion of depth. Some are higher while some appear to be much lower. The architecture of the risen

rectangles depicts a three dimensional space which really catches the viewer’s attention. The high value

contrast that she portrayed really defines the rectangles and makes them easy to see. I recognize that all of

the rectangles are randomly placed throughout the land and this is because this piece is a representation of

punch cards, which do not have any specific pattern. After studying this piece of art I came to the

conclusion that it is a focal, meaning that there is no focal point present.

The value in this piece changes with each season. As the season changes so does the color of the

grass. The piece of art looks different depending on the season. During the summer the grass is green and

grows quickly and in the winter months the grass is less vibrant and has a more dull shade to it. One thing

that I would like to know is if the grass is symbolic. Why did Maya choose to create a piece of art in

grass? I want to know what her reasoning behind this decision was.

All of the rectangles contain meaningful poems that were written by her brother Tan Lin. These

poems are reflections of all of the memories in Athens that the two of them hold close to their heart. The

poems are not only significant to Maya and Tin Lin, but rather any individuals familiar with the town.

There is meaning behind each poem and my goal is to understand all of them. It is a learning process but I

am very intrigued by this piece of art. I am going to continue my learning by thinking and drawing

connections behind the true meanings of each poem.

To be totally honest I pass by the rectangles everyday and prior to learning about them not once

did the thought of art cross my mind. I was always curious on what the rectangles represented. I thought

that they were so random and I didn’t get the whole concept. I thought that they were very pointless and a

waste of space. I am so glad that I had the opportunity to research and closely examine these rectangles

because it truly altered my opinion. I now am aware of the history and story behind them. As I pass by

them now I do not view them as pointless. I see them as beautiful works of art. I think that Maya was

being very thoughtful when she created this piece of art. She not only made it significant to her life but

she created it so that it has meaning for numerous individuals. She included everyone’s feelings and

emotions into it. I find it to be so creative and interesting. I believe that Maya put a great deal of time into

this piece of art and I would like to show my respect by putting in a lot of my time to try and fully

recognize all of it’s beauty.

Bibliography

"MAYA LIN STUDIO." MAYA LIN STUDIO. N.p., n.d. Web. 16 Oct. 2013. This website was very

helpful in finding out information about the artist Maya. It told me about her background and what

inspired her to do her piece of art. This was probably the best website that I came across during my

research. It was very helpful because I knew that everything in it was factual.

"Ohio University Outlook." Ohio University Outlook. N.p., n.d. Web. 16 Oct. 2013.This website was

great because it talked about the significance that the artwork had to Ohio University. It was really cool to

see how much Maya affected OU. Her work influenced the lives of many people in Athens, which I think

is awesome!

"May Lin - Controversy." Public Art: Maya Lin's Input at Bicentennial Park. N.p., n.d. Web. 16 Oct.

2013. This website was not helpful at all. Most of the information that was given was opinion based so

therefore I did not pay any attention to it. It was not at all a reliable resource. I feel like all they did on this

site was talk about how much space and money Maya wasted for her artwork.

PORTFOLIO

Documents