Human Nutrition II BRE202

£395.00

HEALTHY EATING MAKES A HEALTHY MIND & BODY. This course teaches you how to develop a well balanced diet. Topics covered include how cooking and food processing affect nutrition, recommended nutrient intakes, assessing nutritional needs, planning a balanced diet, timing of meals, needs for special people/groups.

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Healthy eating makes a healthy body & mind

This course teaches you how to develop a well balanced diet. Topics covered include how cooking and food processing affect nutrition, recommended nutrient intakes, assessing nutritional needs, planning a balanced diet, timing of meals, needs for special people/groups.

COURSE STRUCTURE

This course is divided into eight lessons as follows:.

  1. Cooking And Its Effect On Nutrition
  2. Food Processing And Its Effect On Nutrition
  3. Recommended Daily Intake Of Nutrients
  4. Vitamins
  5. Minerals
  6. Planning A Balanced Diet
  7. Assessing Nutritional Status & Needs
  8. Timing Of Meals & Needs For Special Groups

WHAT YOU MAY DO IN THIS COURSE

Here are just some of the things you may be doing:

  • Determine the reasons for cooking food.
  • Compare different methods of cooking food in terms of their effect on both health and nutrition.
  • Explain the effects on nutrition of cooking different types of foods, for different periods of time, including:
    • Meat
    • Fish
    • Eggs
    • Milk
    • Plant Foods.
  • Explain how meat can be ensured to be fit for human consumption in a raw state, such as in sushi and in smallgoods.
  • Distinguish between function, effects, and chemistry of different types of food additives, in food preparation, including:
    • Colours
    • Preservatives
    • Antioxidants
    • Vegetable gums
    • Flavourings
    • Thickeners
    • Anti caking agents
    • Bleaches
    • Emulsifiers
    • Humectants
    • Food acids
    • Mineral salts.
  • Evaluate taste and nutritional effects of adding different specified flavourings to five different specified food dishes, including:
    • Salt
    • Sugar
    • Herbs
    • Wines.
  • Explain, givingexamples of specific foods, how “freshness” of different specified foods, impacts upon nutrient status of those foods.
  • Explain how physical treatment of different specified foods (eg. cutting or crushing), may affect the food benefit of that food, including:
    • digestibility
    • keeping quality
    • nutrient status.
  • Explain different heat treatments for food preservation; in terms of the process, function and affects; including:
    • drying
    • canning
    • bottling
    • pasteurisation.
  • Explain freezing of food, in terms of the process, function and affects.
  • Define examples of each of the following types of food additives:
    • Colours
    • Preservatives
    • Antioxidants
    • Vegetable gums
    • Flavourings
    • Thickeners
    • Anti caking agents
    • Bleaches
    • Emulsifiers
    • Humectants
    • Food acids
    • Mineral salts.
  • Distinguish between function, effects, and chemistry of different types of food additives, in food preservation, including:
    • Colours
    • Preservatives
    • Antioxidants
    • Vegetable gums
    • Flavourings
    • Thickeners
    • Anti caking agents
    • Bleaches
    • Emulsifiers
    • Humectants
    • Food acids
    • Mineral salts
  • Analyse in a report, the effects of food additives found indifferent supermarket food items.
  • Explain problems that may result from food additives including:
    • allergic reactions
    • hyperactivity in children.
  • Explain different dehydration processes, in terms of the process, function and affects.
  • Explain use of food processing techniques applied to different common foods with respect to food quality, storage life and cost.
  • Compare the use of different food processing techniques on the same food, through in terms of the process, function and effect.
  • Demonstrate five different food processing techniques, by independently preparing samples to a commercial standard.
  • Compare recommended dietary intake information fromdifferent sources.
  • Explain how food requirements vary, in terms of components and quality, at different ages, including:
    • babies
    • children
    • teenagers
    • young adults
    • elderly people.
  • Recommend daily food intake requirements for a variety ofdifferent people who you arefamiliar with (e.g. elderly, young children, active young adults), listing components of a typical daily intake together with a profile of the person.
  • List quality food sources of C complex vitamins in order of richest to poorest source.
  • List quality food sources of B complex vitamins in order of richest to poorest source.
  • Explain nutrient disorders associated with three different significant vitamin imbalances, including vitamin B complex, vitamin C, and one other vitamin.
  • Evaluatedifferent people you arefamiliar with, with respect to vitamin intake, lifestyle and health status, to determine if vitamin B & C needs are being satisfied.
  • List food sources of calcium in order of richest to poorest source.
  • List food sources of iron in order of richest to poorest source.
  • Distinguish nutrient disorders associated with calcium and iron imbalances, in terms of diagnosis and significance.
  • Evaluatedifferent people you arefamiliar with, with respect to mineral intake, lifestyle and health status, to determine if mineral requirements including calcium and iron needs, are being met.
  • Develop a questionnaire to analyse the dietary requirements of a person.
  • Analyse the diet, lifestyle and general health ofdifferent individuals and compare the individuals analysed.
  • Recommend aspects of diet which could be improved for individuals analysed.
  • Explain discrepancies detected between different sources of dietary recommendations.
  • Conduct a self assessment of dietary practices, determining in a summary report, areas of deficiency

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