Food Handling Manual 1764
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Food Pyramid: Old and New: Dr
Food Pyramid: Old and New: Dr. J. S. Pai The food pyramid was introduced by the US Department of Agriculture in 1992 in order to increase awareness among Americans about good dietary practices. The pyramid looked like as shown below which advocated consumption of good proportions (6-11 servings) of cereal groups including bread, pasta etc. Next to it were fruit (2-4 servings) and vegetable (3-5 servings) groups. It was recommended that meat, beans, eggs and nuts (put altogether) be consumed at 2-3 servings, which was same for milk and its products. Cautionary note was about fats, oils and sweets, recommended to be used sparingly. This simple graphical illustration conveyed rapidly what USDA wanted to say about the healthy diet. This pyramid was taught in schools, appeared in large number of media articles and brochures and was used on cereal boxes and food labels. Unfortunately, the information within this pyramid did not point the way to healthy eating since it was based on shaky scientific evidence and it did not change over the decade during which our understanding of the connection between diet and health made major advancements. Recently, the new food pyramid MyPyramid, was launched by the USDA based on its January 2005 Dietary Guidelines for Americans is supposed to be an improvement over the earlier model. This one highlights the benefits of whole grains and emphasizes healthy fats and low-fat dairy products for consumers. The new symbol shown below has turned the old pyramid on its side and buries the old pyramid but still there are some flaws which continue to remain in the new model as well. -
Knowled€E of the Land
KNOWLED€E OF THE LAND Nnrrvs A¡rncucnx CulruREr AND fus¡l¡r¡Nce Swggested Aetiuíty C¿daval's artic.le contains vocabulary and concepts that will be unfa- miliar to manystudents. However, these difficulties can be used to e'n- gage students in i.denrifying questions and principles that will guide their study throughout this unit. A strategy for promoting aetive read- ing of the article follows. Set a Purpose for Reading 'ol.and and Native American Cultures" contains several stateÍrents describing values and beliefs held in common by the Native Ame¡ican groups introduced by the aufhor. Instruct students to highlight or under, line these stalements as they read. Some sample stateûrents are below: At the care af most Natiue Arnericøn cubures are concepts of land, wh;clt shape all føeets af political, soeial, ecanomie, and symbolic life. Natiae Arneriean euhøres baue generalþ pereeiued lønd as pørt af their caltural enuirontnent as well a.s the soøree of nowrishtuent øcd shelter. Tl¡e nøturøl anã spiritøølrelatktnships between ltwr,na.ns and.lønd are central ta the waild arder of rnøny Nøtiue Atnerieans. to Knotuledge of the Land and Apply Give students time in small groups to discuss their selected statements. Discuss ( Students should work together to justify their selections. This process will help less capable readers arrive at meaning. You may want to help students rewrite the statements in their own words. Follow up with a full class discussion and select several statements the students feel are the most "telling" about Native American beliefs 'Write and attitudes. out these statements on a length of newsprint or on individual tag-board strips. -
Dietary Factors Associated with Hypertension in Nepal
Dietary factors associated with Hypertension in Nepal Archana Shrestha A thesis submitted in partial fulfillment of the Requirement for the degree of Master of Public Health University of Washington 2012 Committee: Annette L. Fitzpatrick David S. Siscovick Program authorized to Offer Degree: Epidemiology 1 2 In presenting this thesis in partial fulfillment of the requirements for a master‟s degree at the University of Washington, I agree that the Library shall make its copies freely available for inspection. I further agree that extensive copying of this thesis is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Any other reproduction for any purposes or by any means shall not be allowed without my written permission. Signature ________________________________ Date ____________________________________ 3 4 TABLES OF CONTENT LIST OF FIGURES ...................................................................................................................................... ii LIST OF TABLES ....................................................................................................................................... iii INTRODUCTION AND LITERATURE REVIEW ..................................................................................... 1 OBJECTIVES AND RESEARCH QUESTION ........................................................................................... 8 METHODS .................................................................................................................................................. -
Eat Well for Life: Week 1
EAT WELL FOR LIFE: WEEK 1 It’s a BALANCING ACT Wake up to a CALORIes “In” vs. CalorIes “Out” COMMIT TO great breakfast every day The secret to successful weight loss and maintenance, is based on A HEALTHY without delay. the balance of calories you take-in from the food with calories that you burn-up through physical activity. If you consume more calories than LIFESTYLE you use, the result is weight gain. If calories “in” equal calories “out”, INSTEAD the result is weight maintenance. STEPS TO Feel the fullness A BETTER with whole OF DIETING. foods and fiber. We all have individual calorie needs, based on our age, weight, activity DIET level and gender. To maximize the value of your caloric intake, choose a variety of foods that are nutritionally packed with vitamins, minerals and fiber. Include grains, vegetables, fruits, calcium-rich foods, and Be a mindful Just say “NO” to Make it colorful protein. Limit fat, sugar and salt. eater—take it liquid calories and fresh with a slow and savor and trans fat. variety of fruits We burn calories through physical activity. The Centers for Disease the flavor. and vegetables. Control and Prevention recommends that you be physically active, at a moderate intensity, for at least 30 minutes most days of the week. Moderate intense activities include: walking briskly, mowing the lawn, dancing, swimming or bicycling. You can increase the intensity and duration of your activity to achieve greater health benefits from physical activity. Work to achieve a balance that helps maximize your energy level and strength and maintain a healthy weight. -
Baby Boomer Vegetarians
Baby Boomer Vegetarians By Stephen F. Barnes, Ph.D. According to some sources, vegetarianism is on a modest uptick or at least holding its own, with about 6.7 percent of the U.S. adult population (20 million) reporting they no longer eat meat, and 2.3 percent (7 million) claiming they never eat meat, fish or fowl—and, by definition, are true vegetarians. Still smaller, about 1.4 percent don’t eat, wear, or use much of anything caught, hatched, milked, or slaughtered (no meat, fish/seafood, poultry, dairy products/eggs) and are known as vegans (pronounced veeguns). Women are twice as likely to avoid eating meat than men, and roughly 10 percent of Baby Boomers are probably non-meat eaters by our non-scientific best estimate. Most of these numbers (see summary box below) are from a national survey conducted in 2009 for the Vegetarian Resource Group. And while the survey sample only consisted of 2,397 adults and used an on-line query technique, the Harris Poll research methodology was considered highly reliable (Stahler, 2009). U.S. Dietary Habits of Adults 18 Years and Older 100% Total adults 6.7% Never eat meat 6.3% Never eat poultry 14.6% Never eat fish/seafood 7.6% Never eat dairy products 8.8% Never eat eggs 23.4% Never eat honey 2.3% Never eat meat, poultry, fish/seafood (vegetarian) 1.4% Never eat meat, poultry, fish/seafood, dairy products/eggs (vegan, except for possibly honey) Of course, there are lots of reasons why people do not eat certain foods. -
Instructor Guide—Adult
Instructor Guide—Adult About Food Smarts About Leah’s Pantry Food Smarts is an interactive, learner-centered Leah’s Pantry is a California-based nonprofit curriculum choice for nutrition educators bringing committed to a vision all people being nourished, programs to low-income audiences throughout the regardless of socioeconomic status. Our programs and United States. The curriculum is intentionally flexible; products are designed to ensure all people have access care is taken to ensure educators retain control over to healthy food and feel competent preparing easy, the type of activity used to meet the stated outcomes. nutritious meals for themselves and their families. For example, a large, outgoing group might benefit We approach our work through the lens of trauma more from a decentralized activity where learning and resilience, and believe that positive, nourishing is happening in pairs or trios whereas a smaller food experiences can heal individuals, encourage group might glean more from a facilitated group healthy community norms, promote nutritional discussion. Further, the same activity can be used to security, and support the realignment of broken food achieve different outcomes. Successful Food Smarts systems in low-income communities. Learn more at facilitators focus primarily on participant engagement leahspantrysf.org. and build confidence and intention to put healthy behaviors into practice. Included Evaluation Tools are based on the FFY2017 USDA Evaluation Framework. Acknowledgements Food Smarts has been used extensively in SNAP- Since 2006, Leah’s Pantry staff have been fortunate Ed (USDA-funded) programs, as well as in a wide to work alongside a host of talented educators, variety of settings including housing communities, dedicated partners, and, most importantly, enthusiastic shelters, medical clinics, family resource centers, participants from a wide variety of cultural foodways, and food distribution sites. -
Nutrition Experts from the Harvard School of Public Health Created the Healthy Eating Pyramid, and Updated It in 2008
Nutrition experts from the Harvard School of Public Health created the Healthy Eating Pyramid, and updated it in 2008. In September 2011, working with colleagues at Harvard Health Publica- tions, they created the Healthy Eating Plate. The Healthy Eating Pyramid and the Healthy Eating Plate are based on the best available scientific evidence about the links between diet and health. The Healthy Eating Pyramid sits on a foundation of daily exercise and weight control. Why? These two related elements strongly influence your chances of staying healthy. They also affect what you eat and how your food affects you. Exercise and weight control are also linked through the simple rule of energy balance: Weight change = calories in – calories out. If you burn as many calories as you take in each day, there's nothing left over for storage in fat cells, and weight remains the same. Eat more than you burn, though, and you end up adding fat and pounds. Regular exercise can help you control your weight, and it is a key part of any weight-loss effort. The other bricks of the Healthy Eating Pyramid include the following: whole grains: The body uses carbohydrates mainly for energy, and it can get them from many sources – some healthful (beans, vegetables, fruit, whole grains), and some not (sugary sodas and other drinks, sweets). The best grain sources of carbohydrates are whole grains such as oatmeal, whole wheat bread, and brown rice. They deliver the outer (bran) and inner (germ) layers along with energy-rich starch. The body can't digest whole grains as quickly as it can highly processed carbohydrates such as white flour. -
Lpfoodsmartsworkbook ADUL
This workbook belongs to: Copyright © 2018 Leah’s Pantry (leahspantry.org). Leah’s Pantry provides USDA-approved nutrition education curriculum, Food Smarts, for organizations who serve low-income audiences. Partner organization staff are trained to use Food Smarts through one of Leah’s Pantry training programs, such as Food Smarts Training Program (FSTP) or Food Smarts for Organizations (FSO). All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, outside of the Partnership Agreement between Leah’s Pantry and partner organizations using Food Smarts curriculum. ISBN: 9781718755918 Some vector art included was provided by Vecteezy.com and freepik.com. Printed by CreateSpace in the United States of America. v.06292018 Contents Getting Started ......................................................................................................................5 Exploring Our Food History ................................................................................................6 Feeding Our Families ............................................................................................................7 Cooking with EatFresh.org ..................................................................................................8 Your Nutrition Goals ............................................................................................................9 Goal Tracker ............................................................................................................................11 -
Nutrition for a Healthy Mouth / Rebecca Sroda.—2Nd Ed
Uploaded by dentalebooksfree.blogspot.com `Ìi`ÊÜÌ ÊvÝÊ* Ê `ÌÀÊ ÊvÀiiÊvÀÊViÀV>ÊÕÃi° /ÊÀiÛiÊÌ ÃÊÌVi]ÊÛÃÌ\Ê ÜÜܰVi°VÉÕV° Ì Uploaded by dentalebooksfree.blogspot.com `Ìi`ÊÜÌ ÊvÝÊ* Ê `ÌÀÊ ÊvÀiiÊvÀÊViÀV>ÊÕÃi° /ÊÀiÛiÊÌ ÃÊÌVi]ÊÛÃÌ\Ê ÜÜܰVi°VÉÕV° Ì `Ìi`ÊÜÌ ÊvÝÊ* Ê `ÌÀÊ ÊvÀiiÊvÀÊViÀV>ÊÕÃi° /ÊÀiÛiÊÌ ÃÊÌVi]ÊÛÃÌ\Ê ÜÜܰVi°VÉÕV° Ì S E C O N D E D I T I O N Uploaded by dentalebooksfree.blogspot.com `Ìi`ÊÜÌ ÊvÝÊ* Ê `ÌÀÊ ÊvÀiiÊvÀÊViÀV>ÊÕÃi° /ÊÀiÛiÊÌ ÃÊÌVi]ÊÛÃÌ\Ê S E C O N D E D I T I O N ÜÜܰVi°VÉÕV° Ì Uploaded by dentalebooksfree.blogspot.com Rebecca Sroda ASSOCIATE DEAN OF ALLIED HEALTH AND DENTAL EDUCATION South Florida Community College Avon Park, Florida Acquisitions Editor: John Goucher Managing Editor: Meredith Brittain Marketing Manager: Allison Noplock Production Manager: Tom Gibbons Design Coordinator: Stephen Druding Production Services: Laserwords Private Limited, Chennai, India 2010 by Wolters Kluwer Health/Lippincott Williams & Wilkins 351 West Camden Street Baltimore, Maryland 21201-2436 USA 530 Walnut Street Philadelphia, PA 19106 USA LWW.com All rights reserved. This book is protected by copyright. No part of this book may be reproduced in any form or by any means, including photocopying, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the above-mentioned copyright. Printed in China Library of Congress Cataloging-in-Publication Data Sroda, Rebecca. -
Documento Del 15 Maggio
I.S.I.S. “Bernardino Lotti” Massa Marittima INDIRIZZO ENOGASTRONOMICO Documento del 15 Maggio Consiglio di Classe 5 E a.s. 2018- 2019 Classe 5E A.S. 2018/19 1 I.S.I.S. “Bernardino Lotti” Massa Marittima INDICE Presentazione del consiglio …………………………………………… …… 3 Presentazione della classe …………………………………………… …… 4 Elenco degli alunni …………………………………………… …… 4 Relazione finale del CdC …………………………………………… …… 5 Profilo dell’indirizzo professionale …………………………………………… …… 5 Obiettivi del Consiglio di classe …………………………………………… …… 6 Risultati di apprendimento raggiunti in relazione agli obiettivi prefissati dal Consiglio di classe …… 6 Risultati di apprendimento su “Cittadinanza & Costituzione” …… 7 Attività svolte …………………………………………… …… 7 Modalità di lavoro del CdC …………………………………………… …… 15 Strumenti di verifica utilizzati dal consiglio di classe …………………….. …… 16 Criteri di misurazione del profitto …………………….. …… 17 Criteri di valutazione del voto di ………………………………… comportamento …… 17 Criteri di attribuzione del credito scolastico ……….. …… 17 Indicazioni per il colloquio …………………………………………… …… 18 Elenco dei libri di testo …………………………………………… …… 19 Firme ……………….. …………………………………………… …… 20 Allegato A: contenuti programmatici per ogni singola disciplina Allegato B: griglie di valutazione approvate dal Collegio dei Docenti Allegato C: Esempi di simulazioni di prove d’esame svolte durante l’anno scolastico Classe 5E A.S. 2018/19 2 I.S.I.S. “Bernardino Lotti” Massa Marittima PRESENTAZIONE DEL CONSIGLIO CONTINUITÀ DIDATTICA EVENTUALE DISCIPLINA NOME DEL DOCENTE DA AL DALLA IV SUPPLENTE ALLA V Chiara Grilli Lingua e letteratura Giuseppe Follino Si Concetta ottobre dicembre italiana Catone Chiara Grilli Storia Giuseppe Follino Si Concetta ottobre dicembre Catone Diritto e tecniche amm. Lina Polese Si delle strutture ricettive Lingua inglese Veronica Ferrari No Potenziamento lingua Maria Grazia Gentili No inglese. Microlingua Lingua e letteratura Valentina Fedeli No straniera Matematica Caporale Francesco No Laboratorio di servizi enogastronomici. -
The Healthy Eating Pyramid Brick-By-Brick
THE HEALTHY EATING PYRAMID BRICK-BY-BRICK The HSPH Healthy Eating Pyramid says: construct a baseline of regular exercise and controlled FOOD PYRAMIDS: portions; then fill your plate with fresh vegetables and fruits, whole grain carbohydrates, and healthy What Should You Really Eat fats and oils; and eat less red meat, refined grains, and sugary drinks. FORGET ABOUT NUMBERS & FOCUS ON QUALITY INTRODUCTION PYRAMID BUILDING You’ll notice that the Healthy Eating Pyramid does not More than a decade and a half ago, the U.S. Depart- In the children’s book Who Built the Pyramid?1, give specific advice about the numbers of cups or ounces ment of Agriculture (USDA) created a powerful different people take credit for building the to have each day of specific foods. That’s because it’s and enduring icon: the Food Guide Pyramid. This once-grand pyramid of Senwosret. King Sen- by the HARVARD SCHOOL OF PUBLIC HEALTH not meant to be a rigid road map, and the amounts simple illustration conveyed in a flash what the wosret, of course, claims the honor. But so does DEPARTMENT OF NUTRITION can vary depending on your body size and physical activity. It’s a simple, general, flexible guide to how USDA said were the elements of a healthy diet. his architect, the quarry master, the stonecut- Harvard University Dining Services aligns its meal you should eat when you eat. The Pyramid was taught in schools, appeared ters, slaves, and the boys who carried water to offerings with the Healthy Eating Pyramid, which was in countless media articles and brochures, and the workers. -
Lesson Plan 1
LESSON PLAN 1 The Food Pyramid - Guide to a Healthy Diet ESOL Competencies: Communicate Effectively on Health and Nutrition Topics; Cultural Focus: Recognize the importance of healthy eating and maintaining a balanced diet. It is important to learn which foods are good for the body and which are not. Classroom Procedure: 1. Print a copy of the food pyramid on a color transparency or draw the food Grammatical Focus: Vocabulary: pyramid on the board. Teacher explains that for good health, people should Wh- questions using What food pyramid eat a well-balanced diet from all the food groups every day. Show students and Which healthy that the higher a food group is on the pyramid, the less one should eat of it. Using Should to ask unhealthy Distribute Food Pyramid Handout Reading Activity. questions and give advice Spare/sparingly Base/top 2. Pre-reading. Before the students read the passage, the teacher checks the Pronunciation: students’ background knowledge “What is a food pyramid?” “What do you Non-fat Basic vocabulary lean think this story will be about?” The teacher checks students’ knowledge of Long vowel -o- soda, vocabulary and reviews those words the students don’t know Minimum potato maximum 3. Teacher checks reading comprehension by asking these additional questions Similar consonants - d, p aloud. fruit Plural - add -s meat Can you get all your nutrients from one food group? What does “use dairy products sparingly” mean? vegetables Which foods should you eat the least of? Those at the base or the top bread of the pyramid? Look at the key.