Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Nutrition in Defense of Food Discussion

Description

1. In chapter 2 of the third section, called Eat Food: Food Defined (pp. 147-161), the author presents four main ideas (see the subheadings) for eating “real” food. Choose one of these to write about and suggest how to apply it in life.
2. Which of Pollan’s recommendations (in general, throughout the book) would you be least likely to accept, and why?
3. Overall, what did you think of this book?  What did you agree with or disagree with? Have you made any changes in the way you eat because of it?  Are you considering making any changes in the way you eat because of it? If so, please explain how you might change.
4. Pollan also shows a number of instances in which government policies have apparently worsened the crisis in our food culture. What do you think should be the proper role of government in deciding how we grow, process, and eat our food?
5. Talk about specific passages (can be anything in the book, not just section 3) that struck you as significant—or interesting, profound, amusing, illuminating, disturbing, sad…? What was memorable?

If Michael Pollan were coming to your place for dinner, what would you serve him and why?

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Research a specific culture or religion and discuss their health beliefs and concerns, a typical day’s menu, and any nutrition related health issues/chronic diseases specific to this population.  How might what you learned alter your approach when encountering someone from this population?

 

Post 1 :

Approximately 13% of African Americans, 10% of Hispanics, and 16.3% of American Indians and Alaska Natives have diabetes, compared to 8.7% of non-Hispanic whites (Goody, 2009).

According to the classic Campinha-Bacote Model, cultural competence means recognizing and forming one’s attitudes, beliefs, skills, values, and levels of awareness to provide culturally appropriate, respectful, and relevant care and education

In order to better direct and advise patients on healthier food choices and habits to improve health outcomes, we must first understand their beliefs and lifestyle choices.

A Latin American diet is typically filled with whole grain corn, vegetables, fruits, beans, rice, herbs and spices. Diet culture revolves around social gatherings and spending time with families. This culture often consumes one large meal with their families (Oldways, 2021).

Hispanics tend to eat more rice, but less pasta and ready-to-eat cereals, than non-Hispanic whites. With the exception of tomatoes, Hispanics are also less likely to consume vegetables, but have a slightly higher consumption of fruits. Compared to non-Hispanic whites, Hispanics are more than twice as likely to drink whole milk, but much less likely to drink low-fat or skim milk. Hispanics are also more likely to eat beef, but less likely to eat processed meats such as hot dogs, sausage, and lunch meats. Hispanics are more likely to eat eggs and legumes than non-Hispanic whites, and less likely to consume fats and oils or sugars and candy. Hispanics, especially Mexican Americans, have a lower intake of total fat and a higher intake of dietary fiber compared to non-Hispanic whites, with much of the dietary fiber coming from legumes. In general, Mexican Americans and other Hispanic subgroups are low in many of the same micronutrients as the general population, with intakes of vitamin E, calcium, and zinc falling below Recommended Daily Allowances (Mitchell, 2021).

As Latin Americans adopt a more Westernized lifestyle, they are said to be at greater risk for chronic diseases and a death rate almost one and a half times higher than for non-Hispanic whites (Oldways, 2021). Much of the increased risk of diabetes experienced by Hispanic Americans is believed to be attributable to the changing lifestyle that accompanies the acculturation process, including the changing quality of the Hispanic diet and the adoption of a more sedentary lifestyle (Mitchell, 2021).

After reading about the Latin diet, it sounds like it works. It is apparent that this population is at higher risk for chronic diseases when they adopt the Western diet which is filled with more processed foods in conjunction with their more sedentary lifestyle. I would recommend smaller portions, rather than 1 large meal full of whole foods, low fat milk, less rice and more fruits and vegetables to meet their vitamin requirements.

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Post 2:

The development of interventions that are sensitive to traditional values and prevalent health attitudes in diverse groups would provide better awareness of the ways in which healthy eating is perceived, incorporating the preferences and perspectives of the target population.

In India, traditional knowledge regarding food preparation, preservation procedures, and medicinal benefits has been passed down through the centuries. Food systems may provide a variety of biological services to the human body via dietary components.

In terms of tradition, Indian cuisine is divided into three main groups. Satvika meals, which include cooked vegetables, milk, fresh fruits, and honey, are digestible and are regarded as superior to other categories. Tamasika foods The rude qualities of human behavior include wine and meat, spices, and even garlic. Rajsika foods include all grains and pulses, as well as oils and fats that provide enough energy to carry out daily tasks. Indian cuisine is characterized by its focus on vegetarian meals. Both Hinduism and Islam, India’s two major religions, urge their followers to refrain from consuming beef and pork, respectively.

Traditional health foods in India are so diverse because regional health foods have evolved in a given location based on the environment, culture, and cultivation techniques. In addition, foods in certain areas are becoming more and more popular. For example, lactose intolerance in Bengal has led to the popularity of lactose-free dairy products. In India, a national research project to document the health advantages of traditional health food in diverse areas scientifically is proposed for the creation of a database to conserve the knowledge of treating, preserving, and dieting traditional food in both Indian and international interests.

In order to successfully resolve these differences and inequalities, it is necessary to work with stakeholders to adopt a multi-pronged approach to address the social determinants of upstream health problems and increase the chances of obtaining healthier food. There are several promising practices and strategies to consider, including improving existing food programs, expanding locally grown foods, promoting breastfeeding and child nutrition, taxing unhealthy foods, and subsidizing healthier options.

Future research may look at topics that aren’t generally covered in nutrition education programs in a variety of young demographics and incorporate the results into the development of nutrition education programs. Understanding different people’s perspectives on what makes a healthy diet might help design create culturally appropriate behavior change interventions.

 

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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