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Using Fast Food Nutrition Facts to Make Healthier Menu Selections
Teaching Idea Using Fast Food Nutrition Facts to Make Healthier Menu Selections Jennifer Turley ABSTRACT Objectives: This teaching idea enables students to (1) access and analyze fast food nutrition facts information (Calorie, total fat, saturated fat, trans fat, cholesterol, sugar, and sodium content); (2) decipher unhealthy and healthier food choices from fast food restaurant menus for better meal and diet planning to reduce obesity and minimize disease risk; and (3) discuss consumer tips, challenges, perceptions, and needs regarding fast foods. Target Audience: Junior high, high school, or college students, with appropriate levels of difficulty included in this paper. Turley J. Using fast food nutrition facts to make healthier menu selections. Am J Health Educ. 2009;40(6):355-363. INTRODUCTION overarching goals of the Dietary Guidelines Association recently advised families to Obesity is a national and worldwide for Americans 2005, which are also echoed limit the consumption of meals outside the concern.1,2 In the United States, childhood, in the MyPyramid food guidance system, home.5 Nearly all health experts, public and adolescent, and adult obesity has steadily along with the 2006 dietary recommenda- private, agree that overweight and obesity increased. In 2007, about two-thirds (67%) tions from the American Heart Association happens when a person is in positive energy of all Americans were either overweight or and the American Cancer Society.3, 6-9 balance from chronically and consistently obese.3 Further, more children are currently Most fast food restaurants publish the consuming more Calories than they expend. in higher overweight percentile rankings, nutrition facts information on their website. -
Environmental Enteric Dysfunction and Growth Failure/Stunting In
Environmental Enteric Dysfunction and Growth Failure/Stunting in Global Child Health Victor Owino, PhD,a Tahmeed Ahmed, PhD,b Michael Freemark, MD, c Paul Kelly, MD, d, e Alexander Loy, PhD,f Mark Manary, MD, g Cornelia Loechl, PhDa Approximately 25% of the world’s children aged <5 years have stunted abstract growth, which is associated with increased mortality, cognitive dysfunction, and loss of productivity. Reducing by 40% the number of stunted children is a global target for 2030. The pathogenesis of stunting is poorly understood. Prenatal and postnatal nutritional deficits and enteric and systemic a International Atomic Energy Agency, Vienna, Austria; infections clearly contribute, but recent findings implicate a central role bInternational Centre for Diarrhoeal Research, Bangladesh, for environmental enteric dysfunction (EED), a generalized disturbance Dhaka, Bangladesh; cDivision of Pediatric Endocrinology, Duke University Medical Center, Durham, North Carolina; of small intestinal structure and function found at a high prevalence in dUniversity of Zambia, Lusaka, Zambia; eBlizard Institute, children living under unsanitary conditions. Mechanisms contributing Queen Mary University of London, London, United Kingdom; fDepartment of Microbiology and Ecosystem Science, to growth failure in EED include intestinal leakiness and heightened Research Network “Chemistry meets Microbiology, ” permeability, gut inflammation, dysbiosis and bacterial translocation, University of Vienna, Vienna, Austria; and gWashington systemic inflammation, -
Nutrition Tips Low Phosphorus Dairy Options
Nutrition Tips Low phosphorus dairy options High-Phosphorus Dairy Phosphorus is especially high in milk and foods made from milk, but there are many lower phos- Cocoa (1 cup) (instant mix) phorus foods that make nice alternatives. It can 270 be tricky to know if you are making a good Cheese: Cheddar, Swiss, 1 oz 130-300 choice, since phosphorus doesn’t have to be on Cottage cheese (1 cup) the nutrition label. 340 Reading Labels Milk, 2%, chocolate, whole (1 cup) 250 Keep checking labels, even if you find a favorite Yogurt, fruit flavored (1 cup) brand, ingredients in a product can change. 270 Look for Look for the letters phos in ingredients like tricalcium phosphate, phosphoric, Low-Phosphorus Choices monocalcium phosphate or tripolyphosphate. Cream cheese (1 ounce) 30 When Non Dairy isn’t low phosphorus Some non dairy milks have calcium and phospho- Mozzarella, Feta, Goat, Blue , Brie, 1 oz 100 rus added to them. Look for words on the label Parmesan cheese, (2 tablespoons) 70 like “enriched” or “now with extra calcium”. If the Sherbet, sorbet, ices (1/2 cup) percent daily phosphorus on the label is more than 300%, then it has as much phosphorus as 40 regular milk and is not a great deal for your phos- Sour cream (2 tablespoons) phorus budget. 20 Where’s the cheese? Mocha Mix (1 cup) Soy cheese and almond cheese are not much 140 lower in phosphorus than regular cheese, and Rice, soy, almond milk (1 cup) 100 they often have lots of added salt. It’s best to Check the dairy substitutes you will try: 2 cup milk substitute = 1 phosphorus serving Use non-dairy creamer like Mocha Mix, or milk substitutes like soymilk, rice milk, or almond milk on cereals and in coffee, creamed soups, puddings and other recipes that call for milk. -
Stunted Growth in Children from Fetal Life to Adolescence
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Medicine 1453 Stunted growth in children from fetal life to adolescence Risk factors, consequences and entry points for prevention - Cohort studies in rural Bangladesh PERNILLA SVEFORS ACTA UNIVERSITATIS UPSALIENSIS ISSN 1651-6206 ISBN 978-91-513-0305-5 UPPSALA urn:nbn:se:uu:diva-347524 2018 Dissertation presented at Uppsala University to be publicly examined in Gustavianum, Akademigatan 3, Uppsala, Friday, 25 May 2018 at 13:15 for the degree of Doctor of Philosophy (Faculty of Medicine). The examination will be conducted in English. Faculty examiner: Docent Torbjörn Lind (Umeå Universitet). Abstract Svefors, P. 2018. Stunted growth in children from fetal life to adolescence. Risk factors, consequences and entry points for prevention - Cohort studies in rural Bangladesh. Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Medicine 1453. 73 pp. Uppsala: Acta Universitatis Upsaliensis. ISBN 978-91-513-0305-5. Stunted growth affects one in four children under the age of five years and comes with great costs for the child and society. With an increased understanding of the long-term consequences of chronic undernutrition the reduction of stunted growth has become an important priority on the global health agenda. WHO has adopted a resolution to reduce stunting by 40% by the year 2025 and to reduce stunting is one of the targets under the Sustainable Development Goals. The aim of this thesis was to study linear growth trajectories, risk factors and consequences of stunting and recovery of stunting from fetal life to adolescence in a rural Bangladeshi setting and to assess the cost-effectiveness of a prenatal nutrition intervention for under-five survival and stunting. -
WHA Global Nutrition Targets 2025: Stunting Policy Brief
WHA Global Nutrition Targets 2025: 1 Stunting Policy Brief TARGET: 40% reduction in the number of children under-5 who are stunted WHO/Antonio Suarez Weise What’s at stake In 2012, the World Health Assembly Resolution 65.6 endorsed a Comprehensive implementation plan on maternal, infant and young child nutrition1, which specified six global nutrition targets for 20252. This policy brief covers the first target: a 40% reduction in the number of children under-5 who are stunted. The purpose of this policy brief is to increase attention to, investment in, and action for a set of cost-effective interventions and policies that can help Member States and their partners in reducing stunting rates among children aged under 5 years. Childhood stunting is one of the most significant be stunted in 2025. Therefore, further investment impediments to human development, globally and action are necessary to the 2025 WHA target of affecting approximately 162 million children under reducing that number to 100 million. the age of 5 years. Stunting, or being too short for one’s age, is defined as a height that is more than Stunting is a well-established risk marker of poor two standard deviations below the World Health child development. Stunting before the age of 2 years 3 predicts poorer cognitive and educational outcomes Organization (WHO) Child Growth Standards median . 5,6 It is a largely irreversible outcome of inadequate in later childhood and adolescence , and has nutrition and repeated bouts of infection during significant educational and economic consequences the first 1000 days of a child’s life. -
Vegetarian Teens
RD Resources for Consumers: Vegetarian Teens Vegetarian Meal Ideas Breakfast Teenagers represent the fastest growing segment of • Cereal with soymilk, or cow’s milk vegetarians in the United States. • Whole-wheat toast with margarine or jelly and a piece of fruit Many teens choose a vegetarian diet because of • Instant oatmeal with nuts, raisins, and soymilk or environmental and ethical concerns regarding meat cow’s milk production and consumption. With some planning, a vegetarian diet can provide you with all the nutrients you Lunch need and foods you enjoy. • Vegetable sandwich (tomatoes, peppers, onions, avocado) with or without cheese on whole-grain bread • Vegetable soup with a piece of toast Types of Vegetarians • Veggie burger or falafel with soy cheese, mushrooms, and tomato on a whole-grain bun Lacto-ovo: Includes dairy products such as milk, cheese, • Pita bread filled with veggies or peanut butter yogurt, and eggs but excludes meat, poultry, and fish. • Chili with beans and textured vegetable protein Lacto: Includes dairy products but excludes eggs and foods containing eggs as well as meat, poultry and fish. Dinner Vegan: Includes only foods of plant origin and excludes meat • Tofu stir-fry with brown rice or animal products such as milk or eggs. A vegan diet consists • Pasta with tomato sauce plus vegetables (mushrooms, of fruits, vegetables, beans, grains, seeds, and nuts. tomatoes, eggplant, peppers, and onions) • Tacos or burritos filled with beans, textured vegetable protein, tofu, or tempeh Eating a Healthy Diet • Pizza with or without cheese and topped with vegetables, tofu, or meat substitute Choose a variety of foods, including whole-grains, fruits, vegetables, legumes, nuts, and seeds using the Vegetarian Snacks Food Pyramid found at: • Dried fruits http://www.mypyramid.gov/pyramid/vegetarian.html • Trail mix • Popcorn If you consume milk or dairy products, choose low-fat or fat- • Rice cakes free products. -
Promoting Early Child Development Withtyler Vaivada, Msc, Interventionsa Michelle F
Promoting Early Child Development WithTyler Vaivada, MSc, Interventions a Michelle F. Gaffey, MSc, a Zulfiqar A. Bhutta, in PhD a,Health b and CONTEXT: Nutrition: A Systematic Reviewabstract Although effective health and nutrition interventions for reducing child mortality and morbidity exist, direct evidence of effects on cognitive, motor, and psychosocial OBJECTIVE: development is lacking. To review existing evidence for health and nutrition interventions affecting direct DATA SOURCES: measures of (and pathways to) early child development. Reviews and recent overviews of interventions across the continuum of care and STUDY SELECTION: component studies. We selected systematic reviews detailing the effectiveness of health or nutrition interventions that have plausible links to child development and/or contain direct DATA EXTRACTION: measures of cognitive, motor, and psychosocial development. RESULTS: A team of reviewers independently extracted data and assessed their quality. Sixty systematic reviews contained the outcomes of interest. Various interventions reduced morbidity and improved child growth, but few had direct measures of child development. Of particular benefit were food and micronutrient supplementation for mothers to reduce the risk of small for gestational age and iodine deficiency, strategies to reduce iron deficiency anemia in infancy, and early neonatal care (appropriate resuscitation, delayed cord clamping, and Kangaroo Mother Care). Neuroprotective interventions for imminent preterm birth showed the largest effect sizes (antenatal corticosteroids for developmental delay: risk ratio 0.49, 95% confidence interval 0.24 to 1.00; magnesium LIMITATIONS: sulfate for gross motor dysfunction: risk ratio 0.61, 95% confidence interval 0.44 to 0.85). Given the focus on high-quality studies captured in leading systematic reviews, CONCLUSIONS: only effects reported within studies included in systematic reviews were captured. -
Growth and Development and Their Environmental and Biological
J Pediatr (Rio J). 2016;92(3):241---250 www.jped.com.br ORIGINAL ARTICLE Growth and development and their environmental ଝ and biological determinants ∗ Kelly da Rocha Neves, Rosane Luzia de Souza Morais , Romero Alves Teixeira, Priscilla Avelino Ferreira Pinto Postgraduate Program in Health, Society and Environment (SaSA), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Unaí, MG, Brazil Received 25 March 2015; accepted 5 August 2015 Available online 6 January 2016 KEYWORDS Abstract Objective: To investigate child growth, cognitive/language development, and their environ- Failure to thrive; mental and biological determinants. Child development; Methods: This was a cross-sectional, predictive correlation study with all 92 children aged Child health 24---36 months who attended the municipal early childhood education network in a town in the Vale do Jequitinhonha region, in 2011. The socioeconomic profile was determined using the questionnaire of the Associac¸ão Brasileira de Empresas de Pesquisa. The socio-demographicand maternal and child health profiles were created through a self-prepared questionnaire. The height-for-age indicator was selected to represent growth. Cognitive/language development was assessed through the Bayley Scale of Infant and Toddler Development. The quality of educa- tional environments was assessed by Infant/Toddler Environment Scale; the home environment was assessed by the Home Observation for Measurement of the Environment. The neighbor- hood quality was determined by a self-prepared questionnaire. A multivariate linear regression analysis was performed. Results: Families were predominantly from socioeconomic class D, with low parental educa- tion. The prevalence of stunted growth was 14.1%; cognitive and language development were below average at 28.6% and 28.3%, respectively. -
Mypyramid Food Groups
Know how. Know now. Learn at Home: Nutrition Lessons for Healthy Living MyPyramid Food Groups By choosing to complete this mail lesson, you have taken the first step in learning more about the im- portance of nutrition and its relationship to good health. MyPyramid shows us what and how much we need to eat. It also shows us we need to be physically active. To complete this lesson: • Carefully read this lesson. It should take about 15-20 minutes to complete. • Answer the questions included with this lesson. • When you are finished, place the questions in the prepaid envelope and place the envelope in the mail. MyPyramid Food Groups – Orange is for the Grain group MyPyramid shows the impor- – Green is for the Vegetable group tance of making good food choices – Red is for the Fruit group from each of the five food groups every day. It also shows the impor- – Yellow is for Oils tance of being physically active most days of the week and making changes – Blue is for the Dairy group “one step at a time.” This mail lesson – Purple is for the Protein Foods group will discuss: • The MyPyramid symbol How Much Do You Need Every Day? • How much do you need every day? Calorie Level 2,000* • MyPyramid food groups Grain Group 6 ounces • Where do other foods fit? Vegetable Group 2 ½ cups MyPyramid Symbol Fruit Group 2 cups • The MyPyramid symbol shows six color bands Dairy Group 3 cups that run from the bottom of the pyramid to the Protein Foods Group 5 ½ ounces top. -
Moving from Mypyramid to Myplate
Moving from MyPyramid to MyPlate In June 2011, the United States Department of Agriculture (USDA) released the new MyPlate tool to accompany the 2010 Dietary Guidelines for Americans. MyPlate replaces MyPyramid; it illustrates the five food groups in a place setting that visually reminds everyone to make healthful food choices. The U.S.D.A. is rolling out a variety of educational materials to support putting MyPlate into practice. An updated MyPlate Web site will be available in Fall/Winter 2011 with materials for children and schools. Until then, MyPyramid resources will remain available to health professionals and nutrition educators in the “Tips and Resources” section of the MyPlate Web site. While the U.S.D.A. and publishers are working to make new materials available, this packet provides a brief overview of available MyPlate resources and suggestions for adapting nutrition education lessons. This packet includes: Æ An At-A-Glance Comparison of MyPyramid and MyPlate Æ MyPlate Consumer and Educational Materials Æ Tips for Adapting Lessons with MyPlate Æ Additional Resources for MyPlate and Nutrition and Physical Activity Guidance Developed with support from the California Department of Education – Nutrition Services Division. Contact the 1 California Healthy Kids Resource Center with questions about nutrition resources or this new educational tool (www.californiahealthykids.org or call toll free 888-318-8188). Moving from MyPyramid to MyPlate An At-A-Glance Comparison of MyPyramid and MyPlate The MyPyramid and MyPlate tools feature the same five food groups, food categorization, and recommended amounts. The MyPlate key recommendations are simplified, practical versions of the MyPyramid recommendations. -
Nutrition and Diet
Nutrition and Diet © 2010 by Intellectual Reserve, Inc. All right reserved United States of America Published by The Church of Jesus Christ of Latter-day Saints Salt Lake City, Utah Nutrition and Diet The Word of Wisdom contains the Lord’s outline of the kinds of food that provide good nutrition. Balanced nutrition (1) includes drinking plenty of clean water and regularly eating foods from each of six food groups: grains, vegetables, fruits, milk products, meat and beans, and oils. These foods contain six kinds of nutrients: proteins (2), carbohydrates (3), fats (4), minerals (5), vitamins (6), and water (8). A person should regularly eat or drink enough of all of these nutrients to grow and remain healthy. For infant nutrition (8), mother’s milk itself provides an ideal balance of nutrients, with the gradual introduction of solid foods after four to six months of age. If a variety from all food groups is eaten regularly, it is not usually necessary to take supplements (9). Even carefully chosen vegetarian (10) diets that include dairy products or eggs can be quite sufficient. But if little or no animal products are eaten, then grains must be eaten with legumes (beans, peas, peanuts, and lentils), nuts, and seeds to provide balanced protein. Food and drink must also be clean and free from disease-causing germs (bacteria, viruses, and parasites) to be healthy. Purified water (10) (potable water) is prepared by removing dirt from the water and treating the water to remove or kill germs. In some areas, the government purifies water that is delivered through secured plumbing; this water is safe to use directly from the faucet for food and drink. -
Allowable Milk Substitution Summary for Nondisabled Children
Allowable Milk Substitutions for Nondisabled Children in the U.S. Department of Agriculture School Nutrition Programs Schools participating in the U.S. Department of Agriculture (USDA) school nutrition programs (National School Lunch Program, School Breakfast Program, After-School Snack Program, Seamless Summer and Special Milk Program) must follow the federal requirements for milk substitutions for nondisabled children. These requirements apply to accommodations for children without disabilities who cannot drink milk, i.e., children who do not have a life-threatening food allergy to milk. School districts have the option to make this accommodation and offer one or more allowable fluid milk substitutes for children without disabilities. These substitutions are at the expense of the school district. If the district chooses to make allowable milk substitutions available, they must be available for all students when requested by their parent or guardian. The following criteria apply only to children without disabilities. Dietary accommodations for children with disabilities must continue to follow the USDA requirements specified in the Connecticut State Department of Education’s Accommodating Special Dietary Needs in School Nutrition Programs at http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/ AccommodatingSpecialDiets.pdf. ALLOWABLE FLUID MILK SUBSTITUTES School districts can choose to offer one or more allowable fluid milk substitutions. These include low-fat (1%) or less lactose-free or lactose-reduced milk or an allowable nondairy beverage (such as soy milk) that meets the USDA nutrition standards for milk substitutes (see “USDA Nutrition Standards for Milk Substitutes” on page 2). The USDA recommends that lactose-free or lactose-reduced milk is the first choice for a student who has lactose intolerance.