Standard American Diet Versus a Nutritarian Diet

Standard American Diet Versus a Nutritarian Diet Essential Nutrients Macronutrients include carbohydrates, proteins, and fat; they supply the calories to our body for energy and growth. Micronutrients include vitamins, minerals, and phytochemicals; they do not contain calories but are essential for health and growth. They are found in whole foods, vegetables, beans, berries, and seeds. Standard American Diet In the standard American diet (SAD) about 85 percent of calories come from low-nutrient, high-calorie processed foods, animal products, dairy products and sweets. All these foods contribute to weight gain, atherosclerosis, high cholesterol, and high blood pressure. Only 10 percent of the SAD is from natural plants such as vegetables, beans, seeds and nuts, which contain micronutrients that help protect blood vessels and prevent cancer. Thats why we have an epidemic of obesity, diabetes, heart disease, and cancer. The Nutritarian Diet, Health Equation, and ANDI Scores A nutritarian diet is a diet plan rich in micronutrients based on the health equation: Health (H) = Nutrients (N) / Calories (C) This means the more nutrient dense your diet, the healthier you become. The Aggregate Nutrient Density Index (ANDI) ranks the nutrient value of many common foods based on the amount of nutrients per calorie. This system ranks foods on a scale from 1 to 1,000, with the most nutrient-dense cruciferous leafy green vegetables (kale, collard greens, mustard greens, and watercress) scoring at 1,000. The table in Dr. Fuhrmans ANDI Scores (https://www.drfuhrman.com/learn/library/articles/95/andi-food-scores-rating-the-nutrient-density-of-foods) is a list of ANDI Scores of many common foods. The Eat to Live Plan is a nutritarian diet plan with the following features: Large portions of green vegetables, raw or cooked Animal products limited to no more than three small servings per week No dairy, white flour, and white rice No processed foods, cold cereals, and sweets No sweeteners, except fruits and limited unsulfured dried fruits Carbohydrates with high ANDI scores, such as beans, peas, squashes, lentils, and intact whole grains Protective foods such as walnuts, mushrooms, onion, berries, and seeds. Food Pyramid Beef, sweets, cheese, milk, processed food, hydrogenated oil Rarely Poultry, eggs, oils Once a week or less Fish/Fat-free dairy Twice a week or less Raw nuts/Seeds 10-20% of calories Fruits 15-25% of calories Beans/Legumes 20-30% of calories Vegetables half raw and half cooked 30-70% of calories Glycemic Index (GI) and Glycemic Load (GL) Refined grain products-such as bagels, white bread, pasta, white rice, most breakfast cereals, and other processed grains- have low nutrient value. These foods are rapidly digested and converted to sugar, raising the glucose level in the bloodstream in the same way as if you had consumed a cube of sugar. Studies have shown that long-term intake of refined grain products causes weight gain and increases the risk of type 2 diabetes. The glycemic index (GI) ranks food on a scale from 0 to 100 according to their impact on blood sugar levels after eating. Foods with a high GI are digested and absorbed rapidly, producing steep rises in blood sugar and insulin levels. Low-GI foods are digested and absorbed slowly, producing gradual rises in blood sugar and insulin levels. The glycemic load (GL) measures the actual calories of glucose produced by a serving of the food. Carrot is a good example of the lack of precision inherent in using only the GI measure. Carrots GI is 35, which is fairly high. But when carrots are eaten raw, their glycemic effect is lessened as the body does not absorb all the calories in raw foods. Carrots GL is only 3. It is not a negative food, even for the diabetics. The Glycemic Index (GI) Food Chart (http://documents.hants.gov.uk/hms/HealthyEatingontheRun-LowGlycemicIndexFoodList.pdf) shows the GI for many common foods. Studies have shown that a diet with a higher GL is associated with a greater risk of colorectal, endometrial, and breast cancers. Refined grain products, soft drinks, and fruit juices can cause weight gain and lead to diabetes. Studies also show the this link becomes stronger as the individuals weight and insulin resistance increases.

A Human For Nature Essay example -- Essays Papers

A Human For Nature When looking at the issue of humans and nature throughout history, one significant figure stands out in my mind: Theodore Roosevelt. Without him, the most beautiful and serene places in North America may have been destroyed or fallen to the hands of developers. Development and conservation of land have been issues that we have faced since Europeans first landed in America. Today, environmental issues are a concern that any contending political candidate must address. In focusing on Theodore Roosevelt, we will find a basis for preservation in America. We will also explore some of the preservation actions that take place in our world today. The original forests in the United States covered an extremely large amount of land. It is estimated that forests took up roughly 1 billion acres of land, including Alaska5. The first to manipulate the land were the Native Americans who used tools and fire to convert the land to their needs. Areas were cleared for villages and growing crops while acres were also burned to make travel easier and improve hunting conditions. As Europeans arrived on the continent, the lands changed even more dramatically. The Colonists saw the forest as both a never ending resource, and an obstacle for using the land for farming purposes. Still, lumber quickly became one of America’s first exports along with fur which also depended heavily on the forest. As time passed, the population of America grew very rapidly. With a growing population more and more forests were converted for agricultural purposes. By the 1840’s "Manifest Destiny" had become popular, and the government thought transfer of public lands to private ownership as the best way to utilize the continents many resources. Around t... ...f thinking as he stated, "The lands that I have worked to set aside are not for my purpose, I did it for my children." Bibliography 1 Collins, Michael L. That damned cowboy: Theodore Roosevelt and the American West. New York: P. Lang, 1989. 2 Eaton, Pamela. "Setting Aside Pieces of the Wild." Denver Post, 21 February 1999, sec.C, p. 1-4. Database on-line. Available from Lexis-Nexis. 3 Kriz, Margaret. "Much Less Awful." The National Journal, 16 January 1999, sec. Environment, p. 96. Database on-line. Available from Lexis-Nexis. 4 Lorant, Stefan. The Life & Times of Theodore Roosevelt. 1st edition. New York: Double Day, 1959. 5 Locke, Timm. The state of the forest: an historical perspective. Information Access Company, 1997. Thompson Corporation Company. Database on-line. Available from Lexis- Nexis Academic Universe.

Training Plan

TEACHING/FACILITATION PLAN (Please remember to maintain anonymity of the area of work and the persons involved). Date on which the teaching occurred: | |Learning environment: | | | |Number/s and learning style/s of learner/s ( if known) : | | | |Learner’s previous knowledge, skills and attitude : | | | |Title of Session /Aim : | | | | | | | |Learning outcomes: | | | |Time frame: |Content: |Teaching methods used :(e. g. |Resources used: | | | |explanation, | | | | |Lecture, demonstration, | | | | |practice, questioning). | | | | | | | | | | | | | | | | | | | | | | | | | | |Do not evaluate within in this plan, evaluate the assessment within your 1000 word reflection include: | |What would you do if you were to undertake this again? Would you alter anything with reference to your learning environment, timing, aim, learning | |outcomes, resources used etc? | | | | | | | | | | | | | | | | | | Essay 1 1. Discuss in detail the effectiveness of your teaching plan ie y ou may include discussion regarding the learning environment and the teaching methods used. 2. How did you establish the aim and learning outcomes discuss and reflect upon why these are important and useful in practice? The aim of the teaching plan was decided upon following a discussion with the student, when it was highlighted by the student that she felt under confident with taking manual blood pressure readings. The learning outcomes were formulated during a one to one session using Nicklin and Kenworthy (2003) who state that learning outcomes should be: SMART Specific †¢ Measureable †¢ Achievable †¢ Realistic †¢ Time framed Mager (1997) conjectures that without objectives you won’t be able to decide which content and procedures will get you to your aim. The formulation of learning outcomes communicates the assessor’s intent and are not open to interpretation. They give the student a clear understanding of what is expected of them. Clinical plac ements can be daunting for the student and having clear learning aims can help students focus on one aspect at a time thus helping to increase confidence. 3. Discuss learning styles and how knowledge of these may have influenced your choice of teaching methodsIt is generally acknowledged that learning styles indicate an individual’s preferred way of learning or how the individual acquires information (Fedder and Brent, 2005). Learning styles also influence the way in which learners master the goals and objectives of an educational programme (Rassool and Rawaf, 2008). (Word count for essay 1 =†¦.. words (NB: Please do not   include your words from the teaching plan) ASSESSMENT PLAN (Please remember to maintain the anonymity of the area of work and the persons involved). |Date on which the assessment occurred: | |Learning environment: | | | | | | |Number/s and learning style(s) of learner(s) being assessed: ( if known) | | | | | | | | | |Learner’s previous k nowledge, skills and attitude : | | | |Title of assessment /Aim: | | | | | |Learning outcomes: | | | | | |Preparation of the learner/s for the assessment :(please include the context of assessment e. g. ormative/summative): | | | | | | | | | | | | | |Consider any Issues to be considered by the Assessor with the learner/s: (such as maintaining dignity, confidentiality, maintenance of safety. please | |include the standard/level to be achieved, and relate to knowledge/skills/attitudes/safety). | | | | | | | | | | | | | | | | |Assessment Criteria to be used for this assessment? Trust policy/Standard etc. |Do not evaluate in this plan, evaluate the assessment within your 1000 word reflection include: | |What would you alter if you were to undertake this again? Would you alter anything with reference to your learning environment, timing, aim, learning | |outcomes, resources used etc? | |What methods would you use to collate information regarding the assessment for e. g. utilise observation? Patient narrative or questioning techniques? Would| |you prepare the learner more satisfactorily for the assessment? Would you alter the aim/ learning outcomes? Did you assess knowledge, skills and attitude? | | | | | | | | | | | | | | | | Essay 2 1. Explore in detail why it is necessary to assess your learner The NMC sets out standards of education of pre-registration students. These set out what nursing students must demonstrate to be fit for practice at the point of registration with the NMC. All nurses are required to share their knowledge, skills and expertise and must assist students in the development of competence (Nursing and Midwifery Council (NMC) 2008a).Recent changes highlighted in the Standards to Support Learning and Assessment in Practice (NMC 2008b) have raised the profile of mentoring in practice. These standards provide a clear framework to enhance the quality, principles and accountability of mentorship. Practical knowledge and per sonal experience are cornerstones for integrating theoretical knowledge and developing nursing skills and are a major reason for clinical placements during nurse education (Midgley,2006) A context of learning is created when learning is acknowledged as a legitimate aspect of the nursing situation e. g. when an experienced nurse accompanies the student either to observe or teach in the situation. The role of the mentor in clinical practice settings is an important aspect of nurse education.Through mentorship, qualified nurses get the opportunity to pass on professional values, knowledge and skills to the trainee nurse. 2. What were your aim and learning outcomes? Where did the assessment criteria come from? Was the assessment valid and reliable? The aim of the assessment session was that the student would demonstrate the ability to perform a manual blood pressure recording. That she would have an understanding of the relevance of the readings and that the recordings would be document ed accurately. The assessment criteria were compiled from policies and guidelines set out by the NMC, Royal Marsden Manual of Clinical Procedures and employers policies. Thus ensuring that the procedure adheres to NMC and local guidelines.The assessment was both valid and reliable as the learning outcomes were specific to policy and procedure. 3. Discuss the importance of constructive feedback and how it was given to your learner Feedback is an important part of the process in improving skills, knowledge and confidence. Students in all professions require feedback in order to stay motivated in their learning. The importance of thoughtfully and appropriately delivering feedback becomes clear when the deleterious consequences of poorly given or misunderstood feedback are considered. For example when learners view feedback purely negatively, they can become anxious or resentful and less receptive to further learning and evaluation (King, 1999).The feedback given to my student following the assessment was undertaken in a quiet private area, where time was taken to discuss together how we both felt the assessment had gone. I gave positive feedback on the assessment, pausing to allow the student to comment, the student herself highlighted the area of the assessment she felt under confident about. We had a further discussion on this and together compiled an action plan and scheduled regular one to one session to facilitate practice sessions. The session ended on a very positive note with the student thanking me for my guidance. 4. Reflect on your strengths and weaknesses of the assessment sessionOn reflecting my own strengths and weaknesses during the assessment session it has become apparent to me that I should have given the student the opportunity to postpone the assessment due to the unexpected noisy environment . I felt the student’s concentration was compromised. This indeed could be identified as a weakness, not enabling the student to have an ideal lea rning environment. My strength during the assessment would have been my delivery of feedback following the session. I was able to use my positive mentor student relationship in order to allow the student to self-reflect and become aware of the area of the assessment in which she was weak. By allowing the student to 5. (Word count for essay 2 =†¦.. words ( NB: Please do not   include your words from the assessment plan) References

Theory Application Person s Environment Essay - 1359 Words

Mary Marrone Professor Lyon-Levine SOWK 506 17 September 2015 Assignment #1: Theory Application: Person-in-environment When analyzing a case, it is very important to discuss the major biological, psychological, and social factors involved. It is important to pay special attention on how these factors intersect on one another and how this intersectional play affects the whole well being of a human. Robins, S.P., Chatterjee, P. Canda, E.R. (2012) stress that â€Å"all systems theories are based on a holistic view of people that acknowledges the interrelationship between biological, psychological, social cultural and spiritual dimensions of behavior† (p.52). One must ask, why is this important? The answer is quite simple. The intersectional play determines whether a person is successful in life or not. In order for one to strive for success he/she must have motivation to create positive outcomes, which drives change. But what happens if one experiences negative intersectional play? His or her life tends to be full of distress, har dship, oppression, discrimination, and hurt. This is evident in Michael’s case. Conflict Theory Many theorists agree with the same principles of Denisoff, Wahrman (1979), and Dahrendorf (1973) applied to conflict theory which are the basic interests of social life; social life involves coercion and groups with different interests; social life generates opposition, exclusion, hostility, and conflict; social difference involves power; andShow MoreRelatedPersonal Nursing Philosophy1432 Words   |  6 PagesPersonal Philosophy Nursing and Application of Orem’s Theory to Practice A typical nursing philosophy includes the concepts of patient, environment, health and nursing. Likewise, examining theory is part of the doctoral prepared nurse’s journey into practice. In this preparation, theory plays an important role in guiding and exploring the advanced practice nurse’s role with respect to practice. 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That is because, it’s understanding and application are essential in enhancing patient s care, improving communication between nurses, providing education’ and guidance in research, (Robert T. Croyle (2005). It is equally important to know that currently, there are many theories that guide the practice of nursing. TwoRead MoreOverview of Borrowed Theory Essay1672 Words   |  7 PagesA theory that can be applied to the factors that influence a laboring mothers’ choice of pain control is a borrowed theory. A borrowed theory is synonymous with a rubber band ball. A rubber band ball is made up of numerous rubber bands wrapped around each other to form a ball. A borrowed theory is information (rubber bands) that is assembled from different disciplines and incorporated into nursing practice (rubber band ball). The most applicable borrowed theory would be Richard Lazarus’ StressRead MoreNursing Theory Grid1718 Words   |  7 PagesUniversity of Phoenix Material Nursing Theorist Grid 1. 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