Aging and Dietary Issues Discussion Post (Human Nutrition 12-17-12)

The impairments of old age can be minimized and made more manageable through living a more active lifestyle and consuming a more balanced, nutritious diet.  According to Sizer and Whitney (2011), “current thinking refutes the idea that declining energy needs are unavoidable” (552). The elderly body still requires “staying physically active” as well as an “adequate diet” (Sizer & Whitney, 2011, 553). If these conditions are not met, according to Sizer and Whitney (2011), “sedentary behavior and mental and physical losses” may result in what is referred to as “the dwindles” (553). “The dwindles” refers to the most “compounding frailties in the elderly, including: decreased physical ability to function, diminished mental function, malnutrition, social withdrawal, and weight loss” (553).  According to Sizer and Whitney (2011), “over 90 percent of older adults fail to meet national exercise objectives and miss the opportunity for more robust health and fitness in later years” (553). Maintaining an active lifestyle as well as eating a more healthier diet are the two main important means to prolonging one’s life, and enjoying a more robust, and functional quality of life in one’s later years.   

Works Cited:

Sizer, F. & Whitney, E. (2011). Nutrition Concepts and Controversies. 12^th ed. Cengage Learning.

Recreation of Bloom's Taxonomy (U.S. Women's Multicultural Life-Writings 12-16-12)

One of the most important concepts that I have learned in this course is the one of Bloom’s taxonomy. Bloom’s taxonomy is a useful tool for college studies. It is a tool that is used by teachers to create assignments, but can be applied to one’s own use in learning and research. It provides a means to look at a subject from multiple points of view through the various levels of knowing and understanding.

After looking at these domains,  I began to wonder what these concepts meant to me personally so I decided the best way to learn them was to put them in my own words. I think we take much of what we know for granted, thinking we know something, like the definition of “knowledge”, until we are forced to use it in some form or fashion. This state of assuming something, to me, is still one of the lowest forms of knowing something, perhaps not even qualifying for knowledge as it is based on an unclear and undeveloped idea or thought that we know something, when in actuality we don’t know what something truly means. So to go beyond the realm of assuming, I came up with my own definitions for the domain of Bloom’s taxonomy as well as verbs which commonly are associated with them.  

Knowledge: Knowledge is reliable information that enhances one’s experience in the world, and one’s ability to participate within it. There are many different kinds of knowledge, and many different levels of knowing a subject. The better one can make use of one’s knowledge is in proportion to how well this knowledge is embedded in the mind, and how readily it can be recalled when necessary.

There are two types of knowledge, declarative, and procedural. The first is the ability to recall known facts (i.e. state capitals, the alphabet, colors, etc.), while the latter is knowing how to perform the steps that are required of a form of knowledge (driving a car, starting a lawnmower, playing a sport). Declarative knowledge exists on a conscious, verbal level of mind, while procedural knowledge is knowing how to perform the knowledge without necessarily being able to verbalize it in words.  This knowledge is contained in being able to perform and activity, expertly too, but not necessarily being able to translate it into words for others. Associated verbs: locate, draw, outline, define, identify, label.

Comprehension: Comprehension is how well some form of knowledge is learned and use it in a context that it may not have previously been used or intended. Comprehension is how fully and how deeply a form of knowledge is understood. Associated verbs: Explain, Relate, Describe, Paraphrase.

Application: Application is the making use of knowledge in practice. A person may understand a form of knowledge very well, but it is at the application stage that knowledge is used some form or manner. In applying one’s knowledge, one extracts what is still mental phenomena, and begins to make this form of knowledge real in the material world. Associated verbs: Modify, Construct, Build, Sketch.

Analysis:  To analyze something requires being able to take apart concepts and ideas, as well as physical things, in order to study their component parts separately and how they function together as a system. Each component will require a balanced examination and understanding of itself on its own, as well as its place within the functioning whole. Associated verbs: Examine, Categorize, Compare, Differentiate.

Synthesis: Synthesis is combining parts, parts that are not necessarily intended to be used or put together, into a system that can function on its own. Synthesis is successfully bringing together of combination of diverse ideas and concepts. Associated verbs: Combine, Invent, Compose, Design.

Evaluation: Evaluation is being able to examine something to determine its value, worth, or significance in context of the environment. Evaluation is being able to discern a things potential, and the extent to which a thing can be used, or its practicability. Associated verbs: Appraise, Assess, Criticize, Solve.

This is a brief attempt at creating my own version of Bloom’s taxonomy, and I am sure that one can really develop one’s own version with enough time, research, and application to making this tool more sharply defined and useful to the individual in their studies.

An Analysis of Atkins For Life (Human Nutrition 12-04-12)

Joseph Melanson

Human Nutrition

Prof. Ortiz

09 November 2012

An Analysis of the Diet Program taken from the book Atkins for Life: The Complete Controlled

Carb Program for Permanent Weight Loss and Good Health, by Dr. Robert C. Atkins.

This diet program, The Atkins Diet, is taken from the book Atkins for Life: The Complete Controlled Carb Program for Permanent Weight Loss and Good Health, by Dr. Robert C. Atkins. This particular diet emphasizes the control of carbohydrates by reducing the amount of carbohydrates one takes in in one’s diet as a means to losing weight.

“Atkins for Life”, Dr. Atkins (2003) claims, “will help you incorporate healthy carbohydrates along with protein and fat into a nutrient-rich, varied, and delectable way of eating for a lifetime”, teaching one to “distinguish between “good” and “bad” carbs so that you can select those foods that are lower in carbs and have a more moderate impact on your blood sugar” (p. x). Dr. Atkins (2003) states that his diet program “allows you enormous variety in the kinds of foods you can eat” (p. xi). With the exception of unhealthy foods, “you can eat almost everything else in moderation if your individual metabolism permits” (Atkins, 2003, p. xii). The real objective of the Atkins diet, Dr. Atkins (2003) states, is to “maintain the weight you lose and maintaining a level of health far beyond that which you started” (p. x).

            Dr. Robert C. Atkins received his medical degree in 1955, and is a specialist in cardiology. He is the author of several bestselling weight loss books, and “the founder and medical chair of The Atkins Center for Complimentary Medicine in New York City” (rear cover).  

Criteria for diet program analysis from Nutrition: Concepts and Controversies. (Table 9-8, p. 348).  

1). It does provide a reasonable amount of calories as one can consume what one wants but must reduce only the consumption of carbohydrates. 10 Points.

2). The Atkins diet provides as much protein as one desires, emphasizing more healthier choices, of course, focusing instead on carbohydrate reduction. 10 Points.

3). Fats are not so much of a concern as are the reduction of one’s carbohydrates. 10 Points.

4). The Atkins diet focuses on carbohydrate consumption and expects the follower to consume in its four stages; 45 grams (345 calories), 58 grams (447 calories), 85.5 grams (659 calories), and 105.5 grams (814 calories) respectively. So only at the end of the program is the diet in agreement in with the Daily Recommended Intake. 0 Points.

  

       5).  As the Atkins diet promotes reducing “bad” carbohydrates, which are mostly useless, one gets their vitamins and minerals through other food groups. 10 Points.

     

       6). This diet program allows a great deal of variety in what one can choose to eat. 10 Points.

     

       7). The Atkins diet does not require “special, expensive, or unusual” foods (348). 10 Points.

     

       8). This diet does not promise any kind of dramatic weight-loss, but weight-loss through gradual, healthy eating practices along with regular exercise. 10 Points. 

     

       9). This diet encourages the follower to engage in healthier eating, along with pursuing an exercise regimen, in the goal of living a permanent healthy lifestyle. 10 Points.

           

     10). The Atkins Diet doesn’t use any “counselors”, or require large sums of money, or necessitate signing a contract. 10 Points.

       

     11). This diet does not promote any kind of weight-loss aids, devices, or supplements. 10 Points.

       

     12). Dr. Atkins advises pregnant and nursing women “should not follow this weight-loss diet except for the Lifetime Maintenance”, or the fourth and last stage, and that anyone trying to lose weight should do so “under the supervision of a doctor” (10). 10 Points.

Sample Meal Plan 1 (Atkins, 2003, p. 161).

45 Net Carbs		60 Net Carbs		80 Net Carbs		100 Net Carbs
Breakfast ½ cup Fiber 1 cereal  ½ cup low carb soy milk ½ cup blueberries	10 1 8	½ cup Fiber 1 cereal ½ cup whole milk ½ cup blueberries	10 5 8	½ cup Fiber 1 cereal ½ cup whole milk or 1/3 small banana	10 5 8	½ cup Fiber 1 cereal ¾ cup whole milk Or 1 peach	10 7.5 8
Lunch Large green salad with dressing, ½ tomato Hamburger patty Macaroni and Cauliflower Salad	6 0 4	Or Atkins Cole Slaw 6 Hamburger patty 0 Cauliflower Macaroni Salad 4	6 0 4	Large green salad with dressing, ½ tomato Hamburger patty Or 1/3 cup green peas	6 0 4	Or 1 small red pepper, sliced Hamburger patty  ½ whole-grain bun Or ½ cup low carb pasta	6 0 15 4
Dinner Miso-Soy Glazed Salmon ½ cup green vegetable stir-fry ½ cup raspberries	5 5 3	Miso-Soy Glazed Salmon Or 1 cup broccoli ¾ cup edamame ½ cup raspberries	5 5 9 3	Miso-Soy Glazed Salmon ½ cup green vegetable stir-fry ½ cup brown rice ½ cup raspberries Frozen Lemon Mousse	5 5 20 3 7.5	Miso-Soy Glazed Salmon ¾ cup green vegetable stir-fry ½ cup brown rice ½ cup raspberries Frozen Lemon Mousse	5 7.5 20 3 7.5
Snack 1 ounce macadamia nuts with 2 ounces cheese	3	1 ounce macadamia nuts with 2 ounces cheese	3	1 kiwifruit 1 ounce macadamia nuts with 2 ounces cheese	9 3	Or 1 peach 9 Or ½ cup cottage cheese 3	9 3
Total                        45                                58                                   85.5                             105.5

Meal Plan 1 (p. 161).

           This diet has scored a total of 110 points.

           I would recommend the Atkins diet as a reasonable diet that does not promote dangerous practices, expensive costs, or complicated food choices. Anyone can do the Atkins diet as it is very simple in its main focus on the adherence to reducing ones’ carbohydrate consumption. The consumption of carbohydrates can raise one’s insulin and blood sugar levels which can have detrimental effects to the body. In reducing one’s carbohydrate consumption one can lose weight in a safe, healthy way, increasing one’s energy levels, and optimize the functioning of the body. The diet practices mentioned in this book can actually help someone live a longer, healthier life.

Works Cited:

Atkins, R.C. (2003). Atkins for Life: The Complete Controlled Carb Program for Permanent

Weight Loss and Good Health. St. Martin’s Press. New York.

Sizer, F. & Whitney, E. (2011). Nutrition Concepts and Controversies. 12^th ed. Cengage Learning.

Nutritional Education (Human Nutrition 11-28-2012)

Despite the many advances of our modern societies, there is still a great deal of ignorance as to what constitutes a nutritious diet. Many people in this day and age still lack the knowledge to make food choices for themselves and their offspring. That is why it is more important than ever to spread this necessary information in the hope of educating people in order that they may increase and prolong the quality of their health through nutritional education. It is only through nutritional education that people can make informed decisions as to what comprises healthy eating for healthy functioning throughout the life cycle.

            According to Sizer (2011), “significant numbers of U.S. children in families of low food security consume enough calories each day, but from a steady diet of inexpensive, low-nutrient foods, such as white bread, fats, sugary punches, and crackers, with few of the fruits, vegetables, milk products, and other nutritious foods children need to be healthy” (575). This problem is due to a lack of understanding as to what constitutes healthy eating and the effect that these foods have on not only one’s growth and development, but long-term health as well. This lack of knowledge can lead to malnourishment, which can have as much of an effect on growth and development, as well as overall health to adults as well as being undernourished. People may be foolishly led to believe that just because they have adequate amounts to eat that this is sufficient to their health until problems such as diabetes, and hypertension begin to occur. A lack of knowledge about healthy food choices may not become a concern until after their overall health becomes effected and necessitates medical interventions.

            In the U.S. food stamp programs provide benefits to lower-income and poverty-stricken families and individuals to assist in their being able to obtain enough food to feed themselves. The problem with the food stamp program is that “nutrition education is not a mandatory component” of these programs (Cason 4). People are allowed to use these funds to choose nutritionally inadequate foods which may actually have a detrimental  effect to ones health over the long-term. According to Cason (1999), “individuals receiving food stamps” actually have “less than adequate diets than those low-income individuals who do not receive food stamps” (4). The lack of encouraging those receiving benefits to receive nutritional education may actually be a detriment when food choices are not made with informed decisions as to what is necessary nutrition and effects overall long-term health.

            Lack of nutritional education in mothers adversely effects the health of children. According to Brundtland (2000), “malnutrition and infection in children is the outcome of poverty, ignorance, and, among other factors, high-risk pregnancies (14). “One of the most important factors in reducing child deaths and the vicious cycle between nutrition, infection, and poverty is female education and literacy” (14). Pregnant women are especially in need of nutritional education in order to prevent health problems and deaths of their defenseless children.

            The lack of nutritional education can have many adverse effects. Individuals without the information to make healthy food choices can become malnourished, as well as undernourished, causing lifelong health problems. Parents who are uninformed about how to make healthy food decisions not only adversely affect their own health, but also put their children at risk as well for health problems. Nutritional education is a very important matter and should be more heavily promoted to allow individuals to make better decisions towards their diet and ensure a longer, healthier life.

Works Cited:

Brundtland, G.H. (2000). “Nutrition and Infection: Malnutrition and Mortality in Public Health”. Nutrition Reviews. pp. S1-S4.  

Cason, K.L. (1999) “Hunger and Food Insecurity”. Journal of Family and Consumer Sciences. 91.1. 49-55.

Klein, B.W. (1998). “Could There Be Hunger in America?” Nutrition Insights. Insight 8,

Sizer, F. & Whitney, E. (2011). Nutrition Concepts and Controversies. 12^th ed. Cengage Learning.