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KAPLAN UNIVERSITY

HW320 Contemporary Diet and


Nutrition

Nutrition
Education
Guide
1
KA P L A N U N I V E R S I T Y

Nutrition Education Guide

By

Alyssa McKay

Kaplan University
HW320: Contemporary Diet and Nutrition

January 15, 2017


Table of Contents
Introduction
UNIT 1 DIETARY TRENDS AND NUTRITI ON

- Nutrition
- Food Industry
- Dietary Guidelines
UNIT 2 F OOD CHOICE S

- Food Choices
- Food Misinformation
- Lobbyists
UNIT 3 F OOD CHOICE S: ECON OM ICS

- Malnutrition
- Poverty v. Poor Health
- Food Resources
UNIT 4 F OOD CHOICE S: F OODB OR NE IL L NESSES

- Food-Borne Illness
- Food Safety
- Transmission
UNIT 5 GENETICAL LY ENGI NEER ED F OOD

- Biotechnology
- GMO Benefits
- GMO Risks
UNIT 6 THE ORGA NIC F OOD M OVEM EN T

- Organic Food Movement


- Pesticides
- Organic Food Choice Influences
UNIT 7 GLOBAL F OOD M ARKETS

Information to Remember
Resources
UNIT 8 CONTEM PO RARY WEIGHT LOSS PROG RAM S

Information to Remember
Resources
UNIT 9 DIVERSITY OF F OOD CHOICES

Information to Remember
Resources
1
Unit

Dietary Trends and Nutrition

Unit 1 Dietary Trends and


Nutrition
Information to Remember:

 Nutrition – Nutrition is to nourish or how the food people eat and


how it nourishes their body. Diet and nutrition are behavioral and
psychological in nature. Factors that influence eating patterns and
habits of Americans include personal preference, habit, ethnic
background or traditions, social interactions,
availability/convenience/economy, emotional comfort, values, body
weight/image, and nutritional value, (Kaplan, 2016).

 Food Industry – Food Industry refers to companies that produce,


process, manufacture, sell/serve foods, beverages, and dietary
supplements. The food industry directly influences American eating
habits through its advertising and public relations efforts, (Kaplan,
2016). It is important to understand the impact the food industry has
on the everyday diet and its positive correlation to the rise in
worldwide obesity.

 Dietary Guidelines – Dietary Guidelines are standards that are


developed as a set of educational tools used in health promotion and
health education activities, (Kaplan, 2016). The guidelines reference
to nutrient standards such as Dietary Reference Intakes (DRIs),

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Recommended Dietary Allowance (RDA), etc. that are used as
reference points when planning and evaluating diets for healthy
people. Dietary guidelines are important in making sure that an
individual’s diet is healthy, and balanced with all of the required
servings of nutrients and minerals required to maintain a healthy
lifestyle.

Resources:

 U.S. Centers for Disease Control and Prevention. The CDC


website provides an overview of nutritional and health problems in
the United States and is a useful tool for an individual by providing
articles and resources pertaining to diseases, healthy living, traveling
health, emergency preparedness and more. (CDC, 2017).
https://www.cdc.gov/

 National Heart, Lung, and Blood Institute. The NIH provides


health information for the public and resources pertaining to health
conditions as well as campaigns for improving one’s health and
lifestyle, (NIH, 2017). https://www.nhlbi.nih.gov/health/

 Ask the Dietician. This website helps an individual locate a dietician


in their area/provide an insight into what a dietician’s job actually
entails. It also provides information on a variety of topics ranging
from eating disorders, to information on specific nutrients and why
they are important in the diet.
http://www.dietitian.com/rds.html#.WH59n6IrKT8

 Dietary Guidelines for Americans. The article provided by the


Office of Disease Prevention and Health Promotion answers a lot of
frequently asked questions pertaining to nutrition and why it is
important for every individual to pay attention to.
https://health.gov/dietaryguidelines/dga95/9dietgui.htm

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Dietary Trends and Nutrition

2
Unit

Unit 2 Food Choices


Information to Remember:
 Food Choices – Food choices refer to the selection of food individuals
make. Food choices can be influenced by social influences such as
friends or social media, or psychological influences such as
depression, boredom, or weight. Other influences include emotional
eating from stressful triggers, family influences and misinformation,
(Kaplan, 2017).

 Food Misinformation – Refers to the portrayal of a product falsely,


with half-truths and intentional deception in effort to increase
consumer purchase. Many individuals are susceptible to
misinformation to include older person, teenagers, athletes, and
obese individuals. A way to avoid misinformation of products is to do
research into the product in question, or asking a physician, before
falling for it.

 Lobbyist – Lobbyists are individuals whom are paid to lobby, or


represent political representatives on an issue of interest, (Kaplan,
2017). Lobbies influence farm subsidies, agriculture, and other
farming related legislation. As a result, the cost of fruits and
vegetables are significantly higher than meats, and sweeteners,
creating a demand for unhealthy cheap food versus expensive
nutrient heavy foods.

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Resources:

 International Food Information Council Foundation. Food


Insight provides topics, survey, educational references and news to
assist consumers learn about food labeling processes, additives, and
ingredients within foods. http://www.foodinsight.org/

 United States Department of Agriculture Local Food


Directories. The USDA sponsors a website that allows consumers to
locate the closest farmer’s markets which provide cost-efficient
produce to the consumer and support local agriculture.
https://www.ams.usda.gov/local-food-directories/farmersmarkets

 Oregon State University Eat Well for Less. The module provided
by Oregon State shares useful information on how to prepare healthy
meals that are tasty and low-cost as well as quick and easy which is
good for the average busy lifestyle consumer looking to make good
food choices.
http://extension.oregonstate.edu/fcd/nutrition/ewfl/index.php

 European Food Information Council. “Why We Eat What We Eat”


is an article that touches on social and psychological factors that
influence food habits. http://www.eufic.org/article/en/health-and-
lifestyle/food-choice/artid/social-economic-determinants-food-choice/

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Dietary Trends and Nutrition

3
Unit

Unit 3 Food Choices: Economics

Information to Remember:

 Malnutrition – Malnutrition refers to being undernourished,


underfed, or an inadequate diet that can cause measurable adverse
effects to an individual’s health. Malnutrition is caused by food
insufficiency as well as the lack of access to food resources.
Populations at risk for hunger and malnutrition include the poor,
homeless, minorities, and those of low economic status, (Kaplan,
2017).

 Poverty v. Poor Health – Poverty and poor health go hand in hand.


Some studies report that people who were never poor were the
healthiest of the group versus those who were poor had the worst
health, (Kaplan, 2017). Without access to food resources, especially
due to economic stature suggest a high susceptibility to malnutrition
which leads to a rapid decline in health.

 Food Resources – Food Resources include good, healthy nutritious


foods. A way to make the best of resources are to read nutrition labels
and create meals in bulk like casseroles, (Kaplan, 2017). Programs
available to assist those with lack of access to appropriate food
resources include Meals on wheels, food drives, or banks, as well as
SNAP or food stamps.

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Resources:

 Nutrition Information Bulletin Board & Learning Experience,


(NIBBLE). The site provides information for individuals and their
families bringing awareness to their nutrition levels in their
households. http://www.umass.edu/nibble/index.html

 Economics Basics: Supply and Demand. The site provides an


economic perspective of supply and demand as well as prices of
goods, supplies and services for the consumer.
http://www.investopedia.com/university/economics/economics3.asp

 Health, United States 2007. Sponsored by the CDC, it provides


charts on trends in the health of Americans over the years based on
certain demographics.
https://www.cdc.gov/nchs/data/hus/hus07.pdf#fig05

 3 Reasons Why Prices Vary from Grocery Store to Grocery


Store. The article takes a stance and provides examples as to why
there is a difference in product pricing from corner stores to
supermarkets based on location and resources.
http://www.thekitchn.com/3-reasons-why-prices-vary-from-store-to-
store-the-grocery-insider-219020

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Dietary Trends and Nutrition

4
Unit

Unit 4 Food Choices:


Foodborne Illnesses
Information to Remember:

 Food-Borne Illness – Refers to the transmission of illness to human


beings through food and water by either an infection or food
intoxication/food poisoning. Illnesses are caused by microorganisms
present in food and the unsafe handling of food or personal hygiene.
Examples of said microorganisms are Salmonellosis, E. coli, and
Staphylococcal food poisoning, (Kaplan, 2017).

 Food Safety – Refers to the avoidance of the danger of contamination


with the use, treating, and managing of food that could cause illness
or death. Food safety practices include keeping kitchens clean,
avoiding cross contamination, and hot foods hold as well as cold foods
cold, (Kaplan, 2017). It is important to practice food safety to avoid
the transmission of food-borne illnesses.

 Transmission - Transmission of food-borne illnesses are the result of


the practices used by individuals handling food and water. All factors
from the food to bacteria to employee and exposure to moisture,
temperature, and time interact with one another during transmission.
Ways to avoid transmission include monitoring food temperatures,
and personal hygiene.

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Resources:

 Partnership for Food Safety Education: Fight Back. This site


provides practices and food safety basics to support consumers to
prevent food poisoning/food-borne illnesses. http://www.fightbac.org/

 Environmental Protection Agency (EPA). The EPA site provides


information on current environmental topics and law and regulations
as well as establishing water quality standards. https://www.epa.gov/

 FAO: Food and Agriculture Organization. The FAO sets out to


achieve food security by providing regular access to high-quality food
to lead healthy lives and eradicating hunger, food insecurity, and
poverty. http://www.fao.org/about/en/

 FDA Investigates Multistate Outbreak of E. coli O26 Infections


Linked to Chipotle Mexican Grill Restaurants. The article
provided by the FDA provides information on how investigations are
carried out when there are food-borne illness outbreaks, for example,
in restaurant environments.
http://www.fda.gov/Food/RecallsOutbreaksEmergencies/Outbreaks/uc
m470410.htm

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Dietary Trends and Nutrition

5
Unit

Unit 5 Genetically Engineered Food

Information to Remember:

 Biotechnology – Biotechnology is the use of biological processes in


industrial production. With the use of biological systems/organisms to
modify products items such as cheese, wine, and beer are created.
Other uses for biotechnology is the creation of vaccines and insulin
products, (Kaplan, 2017).

 GMO benefits – Genetically modified organisms are designed to


provide a higher resistance to pesticides and disease. Other benefits
include increased tolerance to weather and increased nutritional
value of crops. With the increase of macro/micro nutrients the goal is
the assist nutrient deficiencies in developing countries.

 GMO risks – Areas of concerns with genetically modified organisms


is environmental hazards which could cause potential harm to other
organisms or reduce effectiveness of pesticides, (Kaplan, 2016).
GMOs effect long-term on human health are unknown and may create
new allergens. An Economic factor created by GMOs include the
concern of a raise in price of seeds for crops preventing third world
countries access to affordable crops.

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Resources:

 Sanofi Worldwide. Sanofi provides information as to how the use of


genetic engineering of crops is being used today in health and
medicine worldwide. http://www.sanofi.co.uk/l/gb/en/index.jsp

 Access Excellence @ the National Health Museum. Glencoe


sponsors a site that provides information to help increase the
understanding of the significance of biotechnology and its application
as well as the knowledge of rDNA technology.
http://www.glencoe.com/sec/science/cgi-bin/splitwindow.cgi?
top=http://www.glencoe.com/sec/science/top2.html&link=http:/
/www.accessexcellence.org/AB/IE/Speaking_Language_rDNA.ht
ml

 The Impact of Biotechnology and Information Technology on


Agricultural Worker Safety and Health. The publication sponsored
by the National Ag Safety Database provides information about the
use/production of GMOs as agricultural inputs/outputs.
http://nasdonline.org/1836/d001780/the-impact-of-biotechnology-and-
information-technology-on.html

 Cloning Adult Farm Animals: A Review of the Possibilities and


Problems Associated with Somatic Cell Nuclear Transfer. The
journal entry touches on genetic modification used with livestock and
the possibilities and problems associated with the science.
https://www.ncbi.nlm.nih.gov/pubmed/12846674

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Dietary Trends and Nutrition

6
Unit

Unit 6 The Organic Food Movement

Information to Remember:

 Organic Food Movement – The National Organic Standards Board


defines organic agriculture as being based off of minimal use of off-
farm inputs and more on practices that bring ecological harmony.
Foods meeting the criteria outlined by the USDA standards may be
labeled as organic, however, the actual percentage of the food
product that is “organic” varies, (Kaplan, 2017). The marketing of
organic products makes it relatable to big business, but questions still
exist as to whether organically grown food is safer for the
environment and ingestion

 Pesticides – Organic agriculture has introduced alternative methods


of farming than convention, as many want to avoid the use of
synthetic fertilizers, herbicides, and insecticides. Differences between
the two types of farmers include using natural fertilizers instead of
chemical, and using traps for birds and insects instead of spraying
insecticides. Methods of reducing pesticide residue from foods
include trimming the fat from the meat/skin from poultry and fish, as
well as washing fresh produce in warm water and peeling vegetables,
(Kaplan, 2017).

 Organic Food Choice Influences – Many factors influence


individuals to purchase or veer away from Organic Products. For
example, nutrition, quality and appearance, pesticides, environment,
and costs. When purchasing organic food, you can expect to pay up to
almost double the normal price due to the more labor-intensive, lower
yield, (Kaplan, 2017).

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Resources:

 Organic Trade Association. OTA provides information about the


association which is a member-based business association that
focuses on organic businesses, resources, and news in North America.
http://www.ota.com/index.html

 EWG Dirty Dozen and Clean 15. The EWG provides information
about the dirtiest dozen fruits and vegetables as well as the cleanest
15 fruits and vegetables available to a consumer.
https://www.ewg.org/foodnews/clean_fifteen_list.php

 Organic Consumers Association. The OCA provides information


over a debate on whether or not Organic versus Conventional farming
has less pesticide residue on it’s produce.
https://www.organicconsumers.org/old_articles/Organic/orgbetter050
902.php

 How the Food Movement Is Gaining Strength. The Food


Revolution Network explains the rise of the food revolution and the
growth in demand for food that is organic, sustainable and GMO-free.
https://foodrevolution.org/blog/food-movement-gaining-strength/

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Dietary Trends and Nutrition

7
Unit

Unit 7 Global Food Markets


Information to Remember:
 Globalization – Globalization is to make something to become
adopted globally such as social institutions. Three types of
Globalization Dimensions include production, products and markets.
The formula for success with globalization is import/export
regulations, the internet, language, and most importantly the need for
the product.

 Expanse of “McWorld”

 Key learning point from the unit

Resources:
 Web Site (1) – these websites can be ones that were posted on the
discussion board that were relevant to the topics or ones that you
used to further your knowledge on this topic. Make sure that you
properly cite the website and provide a 1-2 sentence description.

 Web Site (2)

 Web Site (3)

 Article, Essay, Book, or Software/Tool

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Dietary Trends and Nutrition

8
Unit

Unit 8 Contemporary Weight


Loss Programs
Information to Remember:
 Key learning point from the unit– each point should be several
sentences and referenced as appropriate. These points should be
information that you learned that was of particular importance to
your learning; your life; your current or future profession.

 Key learning point from the unit

 Key learning point from the unit

Resources:
 Web Site (1) – these websites can be ones that were posted on the
discussion board that were relevant to the topics or ones that you
used to further your knowledge on this topic. Make sure that you
properly cite the website and provide a 1-2 sentence description.

 Web Site (2)

 Web Site (3)

 Article, Essay, Book, or Software/Tool

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Dietary Trends and Nutrition

9
Unit

Unit 9 Diversity of Food


Choices
Information to Remember:
 Key learning point from the unit– each point should be several
sentences and referenced as appropriate. These points should be
information that you learned that was of particular importance to
your learning; your life; your current or future profession.

 Key learning point from the unit

 Key learning point from the unit

Resources:
 Web Site (1) – these websites can be ones that were posted on the
discussion board that were relevant to the topics or ones that you
used to further your knowledge on this topic. Make sure that you
properly cite the website and provide a 1-2 sentence description.

 Web Site (2)

 Web Site (3)

 Article, Essay, Book, or Software/Tool

Follow unit 9 with Appendix A and then Appendix B as described in the


table of contents.

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References
 Kaplan, 2016. HW320 Unit 1 Dietary Trends and Nutrition Lesson
1: You Are What You Eat. Retrieved on January 16th, 2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/u1_Lesson1.p
df

 Kaplan, 2016. HW320 Unit 1 Dietary Trends and Nutrition Lesson


2: What’s a Dietary Guideline? Retrieved on January 16th, 2017
from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/HW220U1les
son2.pdf

 Kaplan, 2016. HW320 Unit 1 Key Terms. Retrieved on January 16th,


2017 from
http://extmedia.kaplan.edu/healthSci/HW320/HW320_1404B/KeyT
erms/HW320_U1_KeyTerms.pdf

 Centers for Disease Control and Prevention, 2017. CDC 24/7:


Saving Lives, Protecting People. Retrieved on January 16th, 2017
from https://www.cdc.gov/

 National Heart, Lung, and Blood Institute, 2017. Health


Information for the Public. Retrieved on January 16th, 2017 from
https://www.nhlbi.nih.gov/health/

 Ask the Dietician, 2012. Dietician or Nutritionist. Retrieved on


January 16th, 2017 from
http://www.dietitian.com/rds.html#.WH59n6IrKT8

 Office of Disease Prevention and Health Promotion, 2017. Dietary


Guidelines for Americans. Retrieved on January 16th, 2017 from
https://health.gov/dietaryguidelines/dga95/9dietgui.htm

 Kaplan, 2016. HW320 Unit 2 Food Choices: Panorama and Politics


Lesson 1: What Are Food Choices? Retrieved on January 16th, 2017
from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/2_lesson1.pdf

 Kaplan, 2016. HW320 Unit 2 Food Choices: Panorama and Politics


Lesson 2: The Panorama of Food Choices. Retrieved on January
16th, 2017 from

19
http://extmedia.kaplan.edu/healthSci/HW220_1204C/HW220U1les
son2.pdf

 Kaplan, 2016. HW320 Unit 2 Key Terms. Retrieved on January 16th,


2017 from
http://extmedia.kaplan.edu/healthSci/HW320/HW320_1404B/KeyT
erms/HW320_U2_KeyTerms.pdf

 International Food Information Council Foundation, 2017. Food


Insight: Your Nutrition and Food Safety Resource. Retrieved on
January 16th, 2017 from http://www.foodinsight.org/

 United States Department of Agriculture, 2017. Local Food


Directories: National Farmer’s Market Directory. Retrieved on
January 16th, 2017 from https://www.ams.usda.gov/local-food-
directories/farmersmarkets

 Oregon State University, 2006. Eat Well for Less. Retrieved on


January 16th, 2017 from
http://extension.oregonstate.edu/fcd/nutrition/ewfl/index.php

 European Food Information Council, 2016. Why We Eat What We


Eat: Social and Economic Determinants of Food Choice. Retrieved
on January 16th, 2017 from
http://www.eufic.org/en/article/en/health-and-lifestyle/food-
choice/artid/social-economic-determinants-food-choice

 Kaplan, 2017. Unit 3 Food Choices: Economics Lesson 2: The


Social and Health Costs of Malnutrition. Retrieved on January 16th,
2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/3_lesson2.pdf

 Kaplan, 2017. Unit 3 Food Choices: Economics Lesson 3: Getting


the Most for Your Food Dollar. Retrieved on January 16th, 2017
from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/3_lesson3.pdf

 Kaplan, 2017. Unit 3 Key Terms. Retrieved on January 16th, 2017


from
http://extmedia.kaplan.edu/healthSci/HW320/HW320_1404B/KeyT
erms/HW320_U3_KeyTerms.pdf

 University of Massachusetts, n.d. Nutrition Information Bulletin


Board & learning Experience. Retrieved on January 16th, 2017
from http://www.umass.edu/nibble/index.html

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 Investopedia, 2017. Economic Basics: Supply and Demand.
Retrieved on January 16th, 2017 from
http://www.investopedia.com/university/economics/economics3.asp

 Centers for Disease Control and Prevention, 2017. Health, United


States, 2007. Retrieved on January 16th, 2017 from
https://www.cdc.gov/nchs/data/hus/hus07.pdf#fig05

 Kitchn, 2015. 3 Reasons Why Prices Vary from Grocery Store to


Grocery Store. Retrieved on January 16th, 2017 from
http://www.thekitchn.com/3-reasons-why-prices-vary-from-store-to-
store-the-grocery-insider-219020

 Kaplan, 2017. Unit 4 Foodborne Illness Lesson 1: What You Eat


Can Make You Sick. Retrieved on January 16th, 2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/4_lesson1.pdf

 Kaplan, 2017. Unit 4 Foodborne Illness Lesson 2: Agents and


Other Forms of Transmission. Retrieved on January 16th, 2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/4_lesson2.pdf

 Kaplan, 2017. Unit 4 Foodborne Illness Lesson 3: Prevention


Practices. Retrieved on January 16th, 2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/4_lesson3.pdf

 Kaplan, 2017. Unit 4 Key Terms. Retrieved on January 16th, 2017


from
http://extmedia.kaplan.edu/healthSci/HW320/HW320_1404B/KeyT
erms/HW320_U4_KeyTerms.pdf

 Fight Bac!, 2017. Partnership for Food Safety Education. Retrieved


on January 16th, 2017 from http://www.fightbac.org/

 Environmental Protection Agency. U.S. Environmental Protection


Agency. Retrieved on January 16th, 2017 from https://www.epa.gov/

 Food and Agriculture Organization of the United Nations. About


FAO. Retrieved on January 16th, 2017 from
http://www.fao.org/home/en/

 U.S. Food & Drug Administration. FDA Investigates Multistate


Outbreak of E. coli O26 Infections Linked to Chipotle Mexican Grill
Restaurants. Retrieved on January 16th, 2017 from
http://www.fda.gov/Food/RecallsOutbreaksEmergencies/Outbreaks
/ucm470410.htm

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 Kaplan, 2016. Unit 5 Key Terms. Retrieved on January 17th, 2017
from
http://extmedia.kaplan.edu/healthSci/HW320/HW320_1404B/KeyT
erms/HW320_U5_KeyTerms.pdf

 Kaplan 2016. Unit 5 Genetically-Engineered Food Lesson 2: All in


Favor, Say Aye. Retrieved on January 17th, 2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/5_lesson2.pdf

 Kaplan, 2016. Unit 5 Genetically-Engineered Food Lesson 3: All


Opposed, Say Nay. Retrieved on January 17th, 2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/5_lesson3.pdf

 Sanofi, 2017. Welcome to Sanofi. Retrieved on January 17th, 2017


from http://www.sanofi.co.uk/l/gb/en/index.jsp

 Glencoe, 2009. Access Excellence @the national health museum.


Retrieved on January 17th, 2017 from
http://www.glencoe.com/sec/science/cgi-bin/splitwindow.cgi?
top=http://www.glencoe.com/sec/science/top2.html&link=http://w
ww.accessexcellence.org/AB/IE/Speaking_Language_rDNA.html

 National Ag Safety Database, 2001. The Impact of Biotechnology


and Information Technology on Agricultural Worker Safety and
Health. Retrieved on January 17th, 2017.

 Edwards, J. L., Schrick, F. N., McCracken, M. D., van Amstel, S.


R., Hopkins, F. M., Welborn, M. G., & Davies, C. J., 2003.
Cloning Adult Farm Animals: A Review of the Possibilities and
Problems Associated with Somatic Cell Nuclear Transfer.
American Journal of Reproductive Immunology. Retrieved on
January 17, 2017 from
https://www.ncbi.nlm.nih.gov/pubmed/12846674

 Kaplan, 2017. Unit 6 The Organic Food Movement Lesson 1:


What is Organic Food? Retrieved on January 17th, 2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/6_lesson1.p
df

 Kaplan, 2017. Unit 6 The Organic Food Movement Lesson 2: To


Spray or Not to Spray. Retrieved on January 17th, from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/6_lesson2.p
df

 Kaplan, 2017. Unit 6 The Organic Food Movement Lesson 3:


Organic Foods: Buy or Buy-pass? Retrieved on January 17th,

22
2017 from
http://extmedia.kaplan.edu/healthSci/HW220_1204C/6_lesson3.p
df

 Organic Trade Association, 2017. Resources. Retrieved on


January 17th, 2017 from http://www.ota.com/resources

 EWG, n.d. Clean Fifteen, Dirty Dozen. Retrieved on January 17th,


2017 from https://www.ewg.org/foodnews/clean_fifteen_list.php

 Organic Consumers Association. Conventional Versus Organic


Re: Pesticide Residues. Retrieved on January 17th, 2017 from
https://www.organicconsumers.org/old_articles/Organic/orgbett
er050902.php

 The Food Revolution Network, 2012. How the Food Movement


Is Gaining Strength. Retrieved on January 17th, 2017 from
https://foodrevolution.org/blog/food-movement-gaining-strength/

Appendices

A) Diet and physical activity assessment: Include your unit 2 screen


shots and your personal diet and physical activity assessment
write-up.

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B) Conduct an Internet search on the dietary habits of a community
in which you are interested. You can choose from the list below or
select your own community. Prepare a 100-150 word summary of
the information that you found on their cultural food preferences.
You can use a search engine like Google or the Health Sciences
Resource Room. Properly cite the website in your write up.

 African American
 Appalachian
 Amish
 Hmong
 Mexican-American
 Middle Eastern
 Puerto Rican
 Vietnamese

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