Discover How Different Foods Can Affect Health in Different People

Some people seem to be able to eat anything, without suffering any signs of ill health. They always appear fit, never get sick, don't get over weight, and they still eat junk food and other things which others simply cannot tolerate.

The healthy body has a remarkable ability to process and eliminate unwanted chemicals. If a person is in peak condition, any excesses or unwanted components of food, are likely to be eliminated through the urinary or excretory system, or even through sweat. Very few people, however, are in such a good state of health; and even those who are, are unlikely to continue disposing of unwelcome chemical compounds year after year for their entire lifespan. Sooner or later their ability to tolerate undesirable foods will decrease, and problems will develop.

This is a stand alone module or builds on Human Nutrition I and II.

COURSE STRUCTURE
This course is divided into eight lessons as follows:.

1. Problems With Eating
2. Dental Problems
3. Fibre and Bowel Diseases
4. Different Ways of Eating
5. Food Toxicity A
6. Food Toxicity B
7. Detoxification/Body Cleansing
8. Consulting/Giving Advice

What qualification will I achieve for completing this course?

This is an individual module course. The individual module courses are 100 hour long usually and can be taken on their own or as part of a larger program of study.

If you wish to take an individual module course as a stand alone course, you can elect to sit an optional exam at the end of it.

If you successfully pass the exam and all assignments, you will receive a Statement of Attainment. You can take examinations at a time and location to suit you. If you enrol, you will be sent further information on how to arrange examinations at the end of the course.

If you do not wish to take the exam, you will receive a Course Completion letter when you have passed all assignments.

There is an assignment at the end of each lesson. So for example, if an individual module course contains ten lessons, you will need to complete ten assignments. Assignments can be sent to us via email, post or fax.

Other qualifications, such as certificates, diplomas etc may require examinations to be taken as part of the overall assessment process.

You can find further information on the examinations process by clicking on the “Enrolment” link above.You can find further information on other courses by clicking on the “Courses” link above.

AIMS

• Explain different food related health problems.
• Determine the effect which different physical methods of food intake, can have upon health, including time and order of eating, and chewing.
• Manage food sensitivity problems.
• Implement procedures to avoid food poisoning.
• List food related factors which can have a negative influence on health.
• Distinguish between characteristics of the diets of two healthy people with diets of unhealthy people, studied by the learner.
• Differentiate between dietary and other affects, on the health of a specific individual.
• Explain the significance of cholesterol to health of a specific demographic group.
• Explain the significance of diet to cancer in a specified demographic group.
• Compare differences in physiological responses to different patterns of eating, including: *The order in which different types of food are eaten; * The time of day when different types of food are eaten; *The degree to which different types of foods are chewed; *The speed of swallowing; *The amount of time between eating different food types.
• Explain food combining principles, in a diet designed to optimise food combining principles.
• Plan a dietary timetable which optimises the ability of a typical person on a specified budget, to digest and assimilate food.
• Formulate a nutritionally balanced vegetarian diet.
• Formulate a diet compatible with a person's level of physical activity.
• Manage fibre in the diet.
• Manage diet to optimise dental health.
• Recommend a safe method of detoxification.
• Recommend a nutritional program to a client in a proper and responsible manner.

WHAT THE COURSE COVERS

• Distinguish between food sensitivity and toxicity in two different case studies.
• Distinguish between chemical and pathological toxicity, in four different case studies.
• List foods commonly associated with sensitivity problems.
• List foods commonly associated with toxicity problems.
• Explain problems associated with common food sensitivity and toxicity including: -Gluten Sugar -Salt -Yeast -MSG.
• Develop a checklist of body reactions which may occur, in response to food sensitivity or toxicity, as a tool for diagnosing possible causes.
• Describe different scientific procedures used to test for food sensitivities and toxicities.
• Explain the role of histamines, anti histamines and steroids in human toxicology.
• Explain first aid treatments for people suspected to be suffering from different food sensitivity or toxicity problems.
• Explain a procedure used by a health practitioner, to treat someone affected by a specified type of food poisoning.
• Determine guidelines to minimise food toxicity problems in a visited restaurant.
• List factors which can cause food poisoning.
• Explain different pathological sources of serious food poisoning; including identification, physiological effects and control.
• Explain chemical poisoning risks associated with the use of chemicals to control pathological poisoning risks.
• Explain food storage and preparation techniques essential to minimising food poisoning.
• Develop guidelines to minimise food poisoning your own kitchen, based upon your normal dietary requirements.
• Develop guidelines to minimise food toxicity problems in a restaurant.
• Explain procedures practiced by a visited food manufacturer, to control food sensitivity and toxicity problems with their product.
• Compare in a chart or table, three different styles of vegetarianism.
• Explain different specified risks associated with a vegetarian diet.
• List alternative sources for different components of foods normally derived from animal products, including: *Tryptophan *Methionine *Valine *Threonine *Phenylalanine *Leucine *Isoleucine *Lysine.
• Formulate a balanced vegetarian diet, for a specified individual.
• Explain the relationship between different types of food and exercise.
• Explain the management of diet for a specified situation, before, during and after activity.
• Explain how diet can effect performance of different specified types of exercises.
• Explain the role of fibre in the digestive system, of a specified demographic group.
• Explain possible implications of inadequate fibre in the diet, for different specified demographic groups.
• Compare relative value of the fibre content of different foods.
• Explain inflammatory bowel disease (IBD), in a specified case study.
• Compare fibre content in the diets of different people interviewed.
• Recommend modifications to the fibre intake people interviewed.
• Exlain the biology of the teeth, including anatomy and physiology.
• Explain the effect of different foods on the teeth and gums.
• Describe dental problems influenced by diet.
• Develop guidelines for healthy dental hygiene procedures, including both dietary and other practices.
• List factors which affect accumulation of toxins in the body.
• Explain different benefits of detoxification, for three different demographic groups.
• Explain different techniques of accelerating elimination of toxins from the body -Heat (eg. Sauna) -Fasting -Diet Modification -Antioxidants -Exercise -Drugs and Herbs - Disease Stress control.
• Explain the dangers of excessive detoxification, for different demographic groups.
• Evaluate appropriate detoxification needs for an specified individual.
• Recommend a detoxification program based upon a specified evaluation.
• Explain legal risks involved in giving nutritional advice to a client.
• Explain the moral responsibilities involved in providing nutritional advice.
• Determine ways in which specific examples of nutritional advice may be misinterpreted.
• Develop guidelines for a system to ensure nutritional advice is followed by clients as intended, including provision for monitoring.
• Demonstrate a consultation with a client, real or hypothetical, presenting a nutritional program, designed for that client.
  
  
  
  

  WHAT NEXT?

  Register to Study - Go to “It’s Easy to Enrol” box at the top of the page or email admin@acsedu.co.uk for more information.