KINGDOM OF SAUDI ARABIA \ MINISTRY OF HIGHER EDUCTION KING SAUD UNIVERSITY CAMS \ HEALTH EDUCATION Final CHS465 JOHALINutHE2016 NUTRITION H EDUCATION Final.

KINGDOM OF SAUDI ARABIA \ MINISTRY OF HIGHER EDUCTION KING SAUD UNIVERSITY CAMS \ HEALTH EDUCATION Final CHS465 JOHALINutHE2016 NUTRITION H EDUCATION Final CHS465 JOHALINutHE2016 NUTRITION H EDUCATION CHS465JOHALI NutHE20151 EISA ALI JOHALI عيسى بن علي الجوحلي بسم الله الرحمن الرحيم From Traditional –Poor NutHE QZDNutHE Johali APCHER QUALITY NutHE 2015 To http://faculty.ksu.edu.sa/JOHALI/New%20Academic%20Year%202015/default.aspx

JOHALI NutHE2015 EISA ALI JOHALI عيسى بن علي الجوحلي A Lecturer Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Short Fellowship Planning Health Professions Education, UIC, USA 199Short Fellowship Planning Health Professions Education, UIC, USA 199 MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995+ PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2011PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2011 Author of Two Published Books & 3 Projected http://faculty.ksu.edu.sa/JOHALI/default.aspx Johali59@hotmail.comJohali59@hotmail.com WL Messengers NutHE2015 Johali59@hotmail.com http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 https://twitter.com/TheNature2011https://twitter.com/TheNature2011 Eisa Johali https://twitter.com/TheNature2011 بسم الله الرحمن الرحيم CHS4652 NEW https://wiki.answers.com/Q/User:Johaliaskhttps://wiki.answers.com/Q/User:Johaliask NEW https://wiki.answers.com/Q/User:Johaliaskhttps://wiki.answers.com/Q/User:Johaliask

CHS465JOHALI NutHE20153 CHS465 Promontory  لأن الجودة من الحرص والاجتهاد ولآن ” الإحساس والشعور بمرض ومشكلات ومتاعب الآخرين “ هي غاية كل مسلم مؤمن وهي غايتنا في عملنا وتعليمنا طلبا للحسنين، وهي في ” التقوى “ ، نستهل مقدمتنا هده بآيات من الذكر الحكيم في التقوى : ] وَمَنْ يَتَّقِ اللهَ يَجْعَلْ لَهُ مَخْرَجًا * وَيَرْزُقْهُ مِنْ حَيْثُ لاَ يَحْتَسِبُ  [ الطلاق /2 ، 3] ]  إِنْ تَتَّقُوا اللهَ يَجْعَلْ لَكُمْ فُرْقَانًا  [ الأنفال /29].  وقول رسوله الكريم نبينا ” محمد “ عليه أفضل الصلاة والسلام، عن أنس بن مالك رضي الله عنه : ( لا يؤمن أحدكم حتى يحب لأخيه ما يحب لنفسه ) أخرجه البخاري ( لا يؤمن أحدكم حتى يحب لأخيه ما يحب لنفسه ) أخرجه البخاري  وقوله صلى الله علية وسلم ( كان الله في عون العبد ما كان العبد في عون أخيه) رواه مسلم وأبو داود والترمذي These Islamic Calls are our Evidences to assure Quality of Profession; Quality of Healthful life for Today and for the Day after. Meanwhile, do not forget the most common Arab Proverb: “Nothing Itching Your Skin Like Your Nail” “Nothing Itching Your Skin Like Your Nail” “ ما يحك جلدك مثل ظفرك ” - Who can itch your skin! Effectively? You or other eg. teacher ? -When you will feel better & -Who can understand better: the Passive student who taught or filled by other the teacher? Or the active student who learn by himself or at least participate /share learning with teacher?. Thus, what do you prefer /recommend for your patients ?: Be Passive Student & Patient? Or Be Active ? – How

CHS465 JOHALI NutHE2015 4 King Saud University \ College of Applied Medical Sciences \ Department of Community Health Sciences \ Quality Committee  http://colleges.ksu.edu.sa/AppliedMedicalSciences/CommunityHealthSciences/Pages/HEcdis.aspx http://colleges.ksu.edu.sa/AppliedMedicalSciences/CommunityHealthSciences/Pages/HEcdis.aspx  CHS 465 Course Description  Source : CHS 465 CHS Quality Committee Syllabus JohaliCHS365 Course Teaching and Learning Plan http://colleges.ksu.edu.sa/AppliedMedicalSciences/CommunityHealthSciences/Documents/CHHE[1].pdf http://cams.ksu.edu.sa/en/node/1057 Study the effect of nutrition education on promoting health, educational methods targeted to change individual, group and community unhealthy nutritional behaviors and habits, the effect of mass media on eating habits and nutrition education. Nutrition education during pregnancy and lactation, infancy, childhood, adolescence, and most common diseases in KSA: diabetes, hypertension, obesity, renal failure, heart disease, peptic ulcer, anorexia nervosa, and bulimia. Course (code and NO):(CHS 465)Course title:Nutrition and health education Credit hours: 3 (2+1) Level:9 Contact hours: 3CHS465Nutrition and health education213 http://cams.ksu.edu.sa/en/node/1055

CHS465 JOHALI NutHE2015 5 Course Teaching and Learning Objectives & Outcomes At the end of the course the student will be able to:  Define nutrition health education and its historical roots  Explain effect of nutrition education on promoting health.  Identify educational methods targeted to change individual, group and community unhealthy nutritional behaviors and habits.  Recognize the effect of mass media on eating habits and nutrition education.  Explain the nutritional basics during pregnancy and lactation, infancy, childhood, adolescence, and most common diseases in KSA: diabetes, hypertension, obesity, heart disease. anorexia nervosa, Alzheimer,… etc. Souce : CHS 465 CHS Quality Committee Syllabus http://colleges.ksu.edu.sa/AppliedMedicalSciences/CommunityHealthSciences/Documents/CHHE[1].pdf

CHS465 JOHALI NutHE2015 6 CHS465 Johali NutHE2015 TEACHING & LEARNING PLAN Notes Units/Subjects Units/SubjectsWeeks 3 hrs/week Interactive Lecture/Group Discussion/Role Playing /Ego Reflective Exercise & Research  General Introduction - readiness and willingness - Course Description – Specification - Objectives - Teaching - Learning Plan & Outcomes  Reasoning WHY “NutHE ( Group Discussion – Write Three Reasons ) &  Defining Terms : Nutrition...Dentition – Diet. – Education 1 st & 2 nd = - The effect and Trends of Nutrition education on promoting health wellness - Dietary intervention program. ( 1) 3 rd & 4 th = Dietary intervention program. ( 2) - Nutrition education strategies methods and target groups 5 th & 6 th Smart Exam1 - Change eating habits through nutrition education 1 st EXAM + Assignments Plan 7 th & 8 th = - Communication process and choose the channels of Nutrition education. -The Steps of planning nutrition education process Meals nutritive values 9 th & 10 th = Smart Exam2 - Factors affected on human’s food consumption. - Group and community unhealthy nutritional behaviors and habits - The effect of mass media on eating habits and nutrition education. -Community nutrition education program during pregnancy and lactation -2 nd EXAM + Assignment Presentation 11 th & 12 th = - Nutrition education program during infancy childhood and adolescent. -Clinical nutrition education topics: Obesity Atherosclerosis; The nutritional problems (Diabetes Mellitus); Hypertension Stroke; Diet and Cancer, Arthritis, Osteoporosis, Alzheimer 13 th - 15 th FINAL EXAM ASSESSMENT: 2 Monthly Creative Exams + Reflective Smart Assignment (20 Marks Each)

CHS465JOHALI NutHE20157 The Most Recommended Reference & Source  *** Your Smart Lecture Notes, in the Class  **Johali, E A (2015) Nutrition Health Education : A Creative Lecturer’s Note (Ready in My Academic Site ) Further  All the enclosed references and sites in this lecture  Journal:  Guilinck, Isabelle, Devlieger, Roland, Mullie, Patrick, and Vansant, Greet. (2010). Effect of lifestyle intervention on dietary habits, physical activity, and gestational weight gain in obese pregnant women: a randomized controlled trial. American Journal of Clinical Nutrition. Vol. 91, No. 2, 373-380  The Related " Internet Sites" for research & your lifelong learning, growth & development

CHS487 JOHALI HEHS2015 8 Emilia Klapp | LinkedIn http://www.linkedin.com/in/emiliaklapp HEALTH EDUCATOR | PATIENT COUNSELOR | DIETITIAN... Design and deliver bilingual PowerPoint presentations, educational materials, menus, and... Emilia Klapp | LinkedIn http://www.linkedin.com/in/emiliaklapp HEALTH EDUCATOR | PATIENT COUNSELOR | DIETITIAN... Design and deliver bilingual PowerPoint presentations, educational materials, menus, and... Emilia Klapp RD/Health Educator and Manager of Nutrition Program Development at Clinica Medica San Miguel Greater Los Angeles Area Health, Wellness and Fitness Join LinkedIn and access Emilia Klapp’s full profile. It's free! Emilia Klapp RD/Health Educator and Manager of Nutrition Program Development at Clinica Medica San Miguel Greater Los Angeles Area Health, Wellness and Fitness Join LinkedIn and access Emilia Klapp’s full profile. It's free! https://www.linkedin.com/groups?gid=973757&goback=.npv_27749006_*1_*1_NAME*4 SEARCH_6Pwf_*1_en*4US_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_* 1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_tyah_*1&trk=prof-groups-membership-logo https://www.linkedin.com/groups?gid=973757&goback=.npv_27749006_*1_*1_NAME*4 SEARCH_6Pwf_*1_en*4US_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_* 1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_tyah_*1&trk=prof-groups-membership-logo https://www.linkedin.com/groups?gid=116095&goback=.npv_27749006_*1_*1_NAME*4SEARCH_6P wf_*1_en*4US_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1* 1_*1_*1_*1_tyah_*1&trk=prof-groups-membership-logo https://www.linkedin.com/groups?gid=116095&goback=.npv_27749006_*1_*1_NAME*4SEARCH_6P wf_*1_en*4US_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1* 1_*1_*1_*1_tyah_*1&trk=prof-groups-membership-logo Use LinkedIn for Health_Education_Nutrition Education Nation حساب موثّق @educationnation Hosted by @NBCNews. Creator of the Parent Toolkit. @NBCNews Health Habits Health Habits @HealthHabits According to my biz card, I am a Health & Fitness Consultant. In reality, I am a giant health, fitness, social media geek. Eat This, Not That! حساب موثّق @EatThisNotThat The no-diet weight loss solution! Learn thousands of easy food swaps that can save you 10, 20, 30 pounds — or more! JohaliNutHE2015 JohaliNutHE2015

CHS465JOHALI NutHE20159 Let start with rational usual Reasoning WHY ? Do You Need NutHE ? Literature reasoning ? Move to from high or low Cholesterol \Saturated fat ?! Q use later for smart assignment practice Conclude: 1) Part of My JD 2) Assure Quality of NHE 3) Assure ZD NHE Why Nutrition Education \ Nutrition and Health Education ?!! Why Not Nutrition Health Education ?!!! Nutrition and Health Education Frequently Asked Questions, UWH Madison http://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter \ LinkedInhttp://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter Why Nutrition Education \ Nutrition and Health Education ?!! Why Not Nutrition Health Education ?!!! Nutrition and Health Education Frequently Asked Questions, UWH Madison http://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter \ LinkedInhttp://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter From Reasoning “WHY” To Concluding Nutrition and Health Education: Informational Videos Which Diet Works: A Nutrition Review http://videos.med.wisc.edu/videos/195

CHS465JOHALI NutHE201510 REASONING - WHY - NutHE ?  Nutrition and Health Education: Informational Videos  Gail Underbakke, RD, MS, nutrition coordinator for UW Health's Preventive Cardiology Program, lectures at the UW School of Medicine and Public Health. Preventive Cardiology Program,Preventive Cardiology Program,  Nutrition and Health Education at UW Health employs registered dietitians to provide medical nutrition therapy for inpatients and outpatients.   Below are links to nutrition-oriented videos from the University of Wisconsin School of Medicine and Public Health. University of Wisconsin School of Medicine and Public Health.University of Wisconsin School of Medicine and Public Health.   Videos  Healthy Ways to Cope With Your Diabetes: Mickey Pagoaga, RN, CDE, provides sensible strategies to deal with the challenges of diabetes. Healthy Ways to Cope With Your Diabetes: Healthy Ways to Cope With Your Diabetes:   Insulin and Travel Tips: Mickey Pagoaga, RN, CDE, talks about the basics of insulin use. Insulin and Travel Tips: Insulin and Travel Tips:   Eating for Blood Vessel Health: Amy Podmolik, RD, CDE, discusses eating while keeping in mind that diabetes is a blood vessel disease. Eating for Blood Vessel Health: Eating for Blood Vessel Health:   Healthy Eating on the Run: Sarah Schumacher, RD, CDE, shares helpful tips to consider when eating on the run. Healthy Eating on the Run: Healthy Eating on the Run:   Foot Care Tips: Cheryl Franz, RN, CDE, shows how diabetes patients can protect their feet. Foot Care Tips: Foot Care Tips:   Meter Tips and Frequently Asked Questions: Cheryl Franz, RN, CDE, shares blood glucose monitoring tips and strategies. Meter Tips and Frequently Asked Questions: Meter Tips and Frequently Asked Questions:   Nutrition Tips to Manage Your Diabetes: Alisa Sunness, RD, CDE, shares nutritional tips to help manage diabetes. Nutrition Tips to Manage Your Diabetes: Nutrition Tips to Manage Your Diabetes:   Eating a Heart-Healthy Diet: The UW Health Heart and Vascular Care Healthy Choices video series is designed to help you create a heart-healthy diet. Eating a Heart-Healthy Diet:Heart and Vascular Care Eating a Heart-Healthy Diet:Heart and Vascular Care   The Truth about Diets: Make sense of competing messages about nutrition and your health. Dietitian Gail Underbakke, MS, RD, reviews the scientific literature to help you develop a personal nutrition plan that makes sense. The Truth about Diets: The Truth about Diets:   Understanding and Improving Nutrition Environments in Grocery Stores and Restaurants: Karen Glanz, PhD, MPH, from the Emory Prevention Research Center, gives an overview of nutritional environments and policies, describes restaurant and labeling policies and gives a glimpse into the future. Understanding and Improving Nutrition Environments in Grocery Stores and Restaurants: Understanding and Improving Nutrition Environments in Grocery Stores and Restaurants:   Nutrition for a Busy Life: Dietitian Gail Underbakke, MS, RD, talks about how the foods we eat affect our bodies and discusses a basic approach to healthy eating. Nutrition for a Busy Life: Nutrition for a Busy Life:   The Search for Optimal Diets - A Progress Report: Walter Willett, MD, MPH, chairman of the department of nutrition at Harvard School of Public Health, speaks. The Search for Optimal Diets - A Progress Report: The Search for Optimal Diets - A Progress Report:   Which Diet Works - A Nutrition Review: Dietitian Gail Underbakke, RD, MS, discusses the effectiveness of diets at the Cardiovascular Medicine Grand Rounds. Which Diet Works - A Nutrition Review: Which Diet Works - A Nutrition Review:   What to Eat - Personal or Social Responsibility: Professor Marion Nestle speaks about the personal and social responsibilities surrounding what we eat.  What to Eat - Personal or Social Responsibility: Professor Marion Nestle speaks about the personal and social responsibilities surrounding what we eat. What to Eat - Personal or Social Responsibility: What to Eat - Personal or Social Responsibility:   Vascular Biology of Atherosclerosis and Beneficial Effects of Grape Flavonoids - Is it Really True?: John Folts, PhD, discusses the beneficial effects of flavonoids. Vascular Biology of Atherosclerosis and Beneficial Effects of Grape Flavonoids - Is it Really True?: Vascular Biology of Atherosclerosis and Beneficial Effects of Grape Flavonoids - Is it Really True?:   Commercial Calories - Food Marketing to Children: Susan Linn speaks about how food is marketed to youngsters. Commercial Calories - Food Marketing to Children: Commercial Calories - Food Marketing to Children: use later smart assignment practice

CHS465JOHALI NutHE201511 Probe NutHE Historical Development & Define Terms

CHS465JOHALI NutHE201512 Probe NutHE Historical Development & Define Terms 400 B.C. Greek, the Greek physician Hippocrates, The "Father of Medicine" said, "Let the food be thy medicine and thy medicine be the food." Hippocrates realized that food impacts a person's health, body and mind to help prevent illness as well as maintain wellness. 600 B. C-.1700 Islamic Golden Age, University education in the real sense of the word started in the 11th century with the opening of Nizamiyah universities of Neshapur and Baghdad. (http://en.wikipedia.org/wiki/Islamic_Golden_Age ; http://www.metaexistence.org/educationalinst.htmhttp://en.wikipedia.org/wiki/Islamic_Golden_Age http://www.metaexistence.org/educationalinst.htm http://iedu-contents.blogspot.com/2009/11/father- of-chemistry.htmlhttp://iedu-contents.blogspot.com/2009/11/father- of-chemistry.html Jabir Ibne- Hanyan … The Founder Of Chemistry ScienceJabir Ibne- Hanyan … The Founder Of Chemistry Science 1747 -1753-1770, Great Britain---A Treatise of the Scurvy, James Lind, & Antoine Lavoisier, the "Father of Nutrition and Chemistry."A Treatise of the Scurvy 1795, France---canned foodscanned foods 1806, USA---Frederic Tudor, the Ice King/HarvardFrederic Tudor, the Ice King 1846-1852, Ireland---Great Potato FamineGreat Potato Famine 1861, Paris--PasteurizationPasteurization 1880, USA---Paper cups introduced for health reasonsPaper cups introduced for health reasons 400 B.C. Greek, the Greek physician Hippocrates, The "Father of Medicine" said, "Let the food be thy medicine and thy medicine be the food." Hippocrates realized that food impacts a person's health, body and mind to help prevent illness as well as maintain wellness. 600 B. C-.1700 Islamic Golden Age, University education in the real sense of the word started in the 11th century with the opening of Nizamiyah universities of Neshapur and Baghdad. (http://en.wikipedia.org/wiki/Islamic_Golden_Age ; http://www.metaexistence.org/educationalinst.htmhttp://en.wikipedia.org/wiki/Islamic_Golden_Age http://www.metaexistence.org/educationalinst.htm http://iedu-contents.blogspot.com/2009/11/father- of-chemistry.htmlhttp://iedu-contents.blogspot.com/2009/11/father- of-chemistry.html Jabir Ibne- Hanyan … The Founder Of Chemistry ScienceJabir Ibne- Hanyan … The Founder Of Chemistry Science 1747 -1753-1770, Great Britain---A Treatise of the Scurvy, James Lind, & Antoine Lavoisier, the "Father of Nutrition and Chemistry."A Treatise of the Scurvy 1795, France---canned foodscanned foods 1806, USA---Frederic Tudor, the Ice King/HarvardFrederic Tudor, the Ice King 1846-1852, Ireland---Great Potato FamineGreat Potato Famine 1861, Paris--PasteurizationPasteurization 1880, USA---Paper cups introduced for health reasonsPaper cups introduced for health reasons 1900s, USA---What Was Home Economics? Cornell UniversityWhat Was Home Economics? 1910, Utah--Dry Farming, John A. Widstoe PhDDry Farming 1940, UK---Organic farmingOrganic farming 1947, USA--Microwave ovens (aka radar cooking)Microwave ovens 1949, United Nations--Food Composition Tables from the Food and Agriculture OrganizationFood Composition Tables 1974, USA--Universal Product Codes (UPCs) first used to scan food itemsUniversal Product Codes (UPCs) 1968, USA--The Green Revolution and Dr. Norman BorlaugThe Green RevolutionDr. Norman Borlaug 1990s, Great Britain--Genetically Modified Crops & the Environment, Food FutureGenetically Modified Crops & the Environment 1999--The State of Food Insecurity on the World, Food & Agriculture Organization (U.N.)The State of Food Insecurity on the World http://www.naturalhealers.com/natural-health- careers/article/nutrition-history 1900s, USA---What Was Home Economics? Cornell UniversityWhat Was Home Economics? 1910, Utah--Dry Farming, John A. Widstoe PhDDry Farming 1940, UK---Organic farmingOrganic farming 1947, USA--Microwave ovens (aka radar cooking)Microwave ovens 1949, United Nations--Food Composition Tables from the Food and Agriculture OrganizationFood Composition Tables 1974, USA--Universal Product Codes (UPCs) first used to scan food itemsUniversal Product Codes (UPCs) 1968, USA--The Green Revolution and Dr. Norman BorlaugThe Green RevolutionDr. Norman Borlaug 1990s, Great Britain--Genetically Modified Crops & the Environment, Food FutureGenetically Modified Crops & the Environment 1999--The State of Food Insecurity on the World, Food & Agriculture Organization (U.N.)The State of Food Insecurity on the World http://www.naturalhealers.com/natural-health- careers/article/nutrition-history

CHS465JOHALI NutHE201513 Probe NutHE Historical Development & Define Terms " To eat is a necessity but to eat intelligently is an art." ~ La Rochefoucauld At 1747 ; a British Navy physician, Dr. James Lind, saw that sailors were developing scurvy, a deadly bleeding disorder, on long voyages. He observed that they ate only nonperishable foods such as bread and meat. Lind's experiment fed one group of sailors salt water, one group vinegar, and one group limes. Those given limes didn't develop scurvy. And although Vitamin C wasn't discovered until the 1930s,this experiment changed the way physicians thought about food, creating a market for nutrition careers. Birth of Nutrition Professions - Jobs At 1747 ; a British Navy physician, Dr. James Lind, saw that sailors were developing scurvy, a deadly bleeding disorder, on long voyages. He observed that they ate only nonperishable foods such as bread and meat. Lind's experiment fed one group of sailors salt water, one group vinegar, and one group limes. Those given limes didn't develop scurvy. And although Vitamin C wasn't discovered until the 1930s,this experiment changed the way physicians thought about food, creating a market for nutrition careers. Birth of Nutrition Professions - Jobs Symbol of Lind's experiment

Effect – Trends of Nutrition H Education CHS465JOHALI NutHE201514

CHS465JOHALI NutHE201515 Ripa Ajmera Ripa Ajmera has been writing for six years. She has written for ABCNews.com, General Nutrition Center (GNC), TCW Finance, Alliance for a New Humanity, Washington Square News and more. She was a Catherine B. Reynolds Scholar from 2006-2008 and graduated from New York University Stern School of Business with an Honors degree in Marketing. Overview Poor nutrition habits can be a behavioral health issue, because nutrition and diet affect how you feel, look, think and act. A bad diet results in lower core strength, slower problem solving ability and muscle response time, and less alertness. Poor nutrition creates many other negative health effects as well. Obesity According to a National Center of Health Statistics 2003 survey, about 65.2 percent of American adults are overweight or obese as a result of poor nutrition. Obesity is defined as having a body mass index (BMI) of 25 or more. Being overweight puts people at risk for developing a host of disorders and conditions, some of them life- threatening. Hypertension The National Institutes of Health reports that hypertension is one of the possible outcomes of poor nutrition. Hypertension, also known as high blood pressure, is called the silent killer, because it frequently remains undetected and thus untreated until damage to the body has been done. Eating too much junk food, fried food, salt, sugar, dairy products, caffein and refined food can cause hypertension Avoid fast food and processed food to reduce your risk of serious health conditions. Photo Credit Stockbyte/Stockbyte/Getty Images http://www.livestrong.com/article/31172-effects-poor-nutrition-health/

CHS465JOHALI NutHE201516 http://www.livestrong.com/article/31172-effects-poor-nutrition-health/ High Cholesterol and Heart Disease Poor nutrition can lead to high cholesterol, which is a primary contributor to heart disease. High fat diets are common in the United States and Canada. The National Institutes of Health reports that more than 500,000 people in the United States die each year due to heart disease, which can be caused by a high fat diet. High cholesterol foods contain a large amount of saturated fat. Examples include ice cream, eggs, cheese, butter and beef. Instead of high fat foods, choose lean proteins such as chicken, turkey, fish and seafood and avoid processed foods. Download Videos for Free Download Videos for Free See & Download Your Favorite Videos With Video Scavenger. It's Free! www.videoscavenger.comwww.videoscavenger.com Diabetes Diabetes also can be linked to poor nutrition. Some forms of the disease can result from consuming a sugar- and fat-laden diet, leading to weight gain. According to the National Institute of Health, about 8 percent of the American population has diabetes. Stroke A stroke that is caused by plaque that builds up in a blood vessel, then breaks free as a clot that travels to your brain and creates a blockage can be linked to poor nutrition. Strokes damage the brain and impair functioning, sometimes leading to death. Foods high in salt, fat and cholesterol increase your risk for stroke. Ripa Ajmera

CHS465JOHALI NutHE201517 http://www.livestrong.com/article/31172-effects-poor-nutrition-health/ Ripa Ajmera Cancer According to the National Institutes of Health, several types of cancer, including bladder, colon and breast cancers, may be partially caused by poor dietary habits. Limit your intake of foods that contains refined sugars, nitrates and hydrogenated oils, including hot dogs processed meats, bacon, doughnuts and French fries. Gout نقرس According to the National Institutes of Health, poor nutrition can lead to gout. With gout, uric acid buildup results in the formation of crystals in your joints. The painful swelling associated with gout can lead to permanent joint damage. A diet that is high in fat or cholesterol can cause gout. Some seafood-- sardines, mussels, oysters and scallops--as well as red meat, poultry, pork, butter, whole milk, ice cream and cheese can increase the amount of uric acid in your body, causing gout.

Trends of Nutrition H Education CHS465 JOHALI NutHE2015 The Next Big Things in Health and Nutrition - Trends“ Journal of Nutrition Education and Behavior Supports Open Access About this Journal Sample Issue Online Submit your Article Society for Nutrition Education and Behavior Formerly known as Journal of Nutrition Education; Get new article feed Get new Open Access article feed Unsubscribe from new article alerts Subscribe to new article alertsJournal of Nutrition EducationGet new article feedGet new Open Access article feedUnsubscribe from new article alerts Subscribe to new article alerts Journal of Nutrition Education and Behavior Supports Open Access About this Journal Sample Issue Online Submit your Article Society for Nutrition Education and Behavior Formerly known as Journal of Nutrition Education; Get new article feed Get new Open Access article feed Unsubscribe from new article alerts Subscribe to new article alertsJournal of Nutrition EducationGet new article feedGet new Open Access article feedUnsubscribe from new article alerts Subscribe to new article alerts http://searchfiletype.com/The-Next-Big-Thing-in-Health-Health-and-Nutrition-Trends-fs24732.html (Kale Hash This recipe is one we used to have when I was growing up in Holland. Its hearty and a delicious way to get your greens.

CHS465 JOHALI NutHE2015 19 Vitamin K may very well be “the next vitamin D” as research continues to illuminate a growing number of benefits to your health. It is probably where vitamin D was ten years ago with respect to its appreciation as a vital nutrient that has far more benefits than was originally recognized. Most people get enough K from their diets to maintain adequate blood clotting, but NOT enough to offer protection against the following health problems—and the list is growing: -Arterial calcification, cardiovascular disease and varicose veins Osteoporosis - Prostate cancer, lung cancer, liver cancer and leukemia - Brain health problems, including dementia, the specifics of which are still being studied Vitamin K comes in two forms, and it is important to understand the differences between them before devising your nutritional plan of attack. The Next Big Thing In Health and Nutrition! http://thevreelandclinic.wordpress.com/2010/08/26/the-next-big-thing-in-health-and-nutrition/ This recipe is one we used to have when I was growing up in Holland. Its hearty and a delicious way to get your greens. Think What Dates ; Onions ; Garlic ثوم ; Peppermint, Mentha, Piperita أيضا نعناع …” Can Do ?

CHS465JOHALI NutHE201520 WHAT YOU EAT ? - Nutrition You Are What You Eat Eat a Variety of Foods Foods contain combinations of nutrients and other healthful substances. No single food can supply all nutrients in the amounts you need. For example, oranges provide vitamin C but no vitamin B 12 ; cheese provides vitamin B 12 but no vitamin C. To make sure you get all of the nutrients and other substances needed for health, choose the recommended number of daily servings from each of the five major food groups; grains, vegetables, fruits, milk, meat and beans : - Vegetarian Diets and Nutritional Requirements - Maintain a Healthy Weight - Decrease Calorie Intake - Eat Plenty of Grains, Vegetables, and Fruits Food for health and well-being is not a new idea. The Egyptians, Greeks, Chinese, Romans and Islamic G. Age believed that certain foods were natural cure-alls. Poppy juice was used to kill pain, strawberry roots to treat mad-dog bites. Crocodile blood was recommended for failing eyesight. Here are some foods that are currently thought to be good for you -Read Smart Food, Junk Food : http://www.factmonster.com/ipka/A0768674.html Eat a Variety of Foods Foods contain combinations of nutrients and other healthful substances. No single food can supply all nutrients in the amounts you need. For example, oranges provide vitamin C but no vitamin B 12 ; cheese provides vitamin B 12 but no vitamin C. To make sure you get all of the nutrients and other substances needed for health, choose the recommended number of daily servings from each of the five major food groups; grains, vegetables, fruits, milk, meat and beans : - Vegetarian Diets and Nutritional Requirements - Maintain a Healthy Weight - Decrease Calorie Intake - Eat Plenty of Grains, Vegetables, and Fruits Food for health and well-being is not a new idea. The Egyptians, Greeks, Chinese, Romans and Islamic G. Age believed that certain foods were natural cure-alls. Poppy juice was used to kill pain, strawberry roots to treat mad-dog bites. Crocodile blood was recommended for failing eyesight. Here are some foods that are currently thought to be good for you -Read Smart Food, Junk Food : http://www.factmonster.com/ipka/A0768674.html

JOHALI NutHE2015 21 http://www.utahloy.com/gz/content/departments/pe/pe_health.htm http://faculty.ksu.edu.sa/Norah%2520ALsadhan/Pictures www.nche.org/ypc_8component.gif&imgrefurl http://www.dhs.state.il.us/OneNetLibrary/3/image Ideal Wellness Model CHS465 Place of HE and N in Ideal Wellness Mode Is there HE ? ; Is There NutHE ?

CHS465JOHALI NutHE201522 The scope of nutrition education Scope To Plan – Intervention - NCProcess with Strategies – Model Smith and Smitasiri A framework for nutrition education programmes with strategies methods and target groups VERY GOOD http://www.fao.org/docrep/w3733e/w3733e03.htm#part%20one:%20a%20framework%20for%20planning%20nutrition%20education%20programmes%20%28barbara%20smith Smith and Smitasiri A framework for nutrition education programmes with strategies methods and target groups VERY GOOD Introductory framework for nutrition education programmes Barbara Smith 1 Suttilak Smitasiri 2 1 Director, Health Development Foundation, Women's and Children's Hospital, North Adelaide, South Australia. 2 Head, Division of Communication and Behavioral Science, Institute of Nutrition, Mahidol University, Salaya, Thailand. Scope To Plan – Intervention - NCProcess with Strategies – Model Smith and Smitasiri A framework for nutrition education programmes with strategies methods and target groups VERY GOOD http://www.fao.org/docrep/w3733e/w3733e03.htm#part%20one:%20a%20framework%20for%20planning%20nutrition%20education%20programmes%20%28barbara%20smith Smith and Smitasiri A framework for nutrition education programmes with strategies methods and target groups VERY GOOD Introductory framework for nutrition education programmes Barbara Smith 1 Suttilak Smitasiri 2 1 Director, Health Development Foundation, Women's and Children's Hospital, North Adelaide, South Australia. 2 Head, Division of Communication and Behavioral Science, Institute of Nutrition, Mahidol University, Salaya, Thailand. Introductory nutrition education framework NCP\NEP

CHS465JOHALI NutHE201523 A central assumption of this NE framework is the question of whether nutrition education should be mainly concerned with those population sub-groups at risk or already suffering from malnutrition, or Whether planners can and should be working more actively to prevent malnutrition and promote the knowledge, skills, and supports which will enhance and sustain good nutritional health. A central assumption of this NE framework is the question of whether nutrition education should be mainly concerned with those population sub-groups at risk or already suffering from malnutrition, or Whether planners can and should be working more actively to prevent malnutrition and promote the knowledge, skills, and supports which will enhance and sustain good nutritional health. The scope of nutrition education

CHS465JOHALI NutHE201524 It also raises the question of whether nutrition education must only be concerned with communication activities. (Communication based definition) For example, one school of thought ‘ philosophy’ says that the nature of the food supply is not a proper concern for nutrition education and this has led to definitions of nutrition education such as: " any system of communication that teaches people to make better use of available food resources ". ?! The difficulty with this “Communication based definition) is that it does not tell the nutrition educator what to do if available food resources are inadequate, confusing or have an insecure future. It also raises the question of whether nutrition education must only be concerned with communication activities. (Communication based definition) For example, one school of thought ‘ philosophy’ says that the nature of the food supply is not a proper concern for nutrition education and this has led to definitions of nutrition education such as: " any system of communication that teaches people to make better use of available food resources ". ?! The difficulty with this “Communication based definition) is that it does not tell the nutrition educator what to do if available food resources are inadequate, confusing or have an insecure future. The scope of nutrition education

CHS465JOHALI NutHE201525 Gussow and Eide (1985) propose that the role for a nutrition educator should be the: “One who helps people of whatever social, economic or political circumstances to meet their need for nutritious food". This definition implies strategies which go beyond communication activities and encourages planners to consider whenever possible a, variety of strategies to address the factors which are determinants of eating patterns. This framework therefore aims to broaden the role of nutrition education programmes to include those which not only address existing problems, but also those aimed at promoting and enhancing nutritional health. It also proposes a role for nutrition education which incorporates a range of programme strategies, as well as communication and education activities. Gussow and Eide (1985) propose that the role for a nutrition educator should be the: “One who helps people of whatever social, economic or political circumstances to meet their need for nutritious food". This definition implies strategies which go beyond communication activities and encourages planners to consider whenever possible a, variety of strategies to address the factors which are determinants of eating patterns. This framework therefore aims to broaden the role of nutrition education programmes to include those which not only address existing problems, but also those aimed at promoting and enhancing nutritional health. It also proposes a role for nutrition education which incorporates a range of programme strategies, as well as communication and education activities. The scope of nutrition education

CHS465JOHALI NutHE201526 The reason for proposing a broader approach arises primarily from the changing context for nutrition education in many parts of the developing world. For example, -Theme Paper No. 5 from the International Conference on Nutrition (ICN) (FAO, 1992) discusses the radical and rapid social transformations which are occurring as the result of mass urbanisation. - It is predicted that by the year 2000, about 45% of the populations of developing countries will be living in urban areas, up from 17% in 1950. - In absolute terms this means an increase from about 285 million to over 2,250 million people. -A significant proportion of urban dwellers are poor and their numbers are growing as urban economies are unable to provide employment for the large numbers of migrants. The food choices of the growing numbers of urban poor are limited by economical and social constraints. The reason for proposing a broader approach arises primarily from the changing context for nutrition education in many parts of the developing world. For example, -Theme Paper No. 5 from the International Conference on Nutrition (ICN) (FAO, 1992) discusses the radical and rapid social transformations which are occurring as the result of mass urbanisation. - It is predicted that by the year 2000, about 45% of the populations of developing countries will be living in urban areas, up from 17% in 1950. - In absolute terms this means an increase from about 285 million to over 2,250 million people. -A significant proportion of urban dwellers are poor and their numbers are growing as urban economies are unable to provide employment for the large numbers of migrants. The food choices of the growing numbers of urban poor are limited by economical and social constraints. The scope of nutrition education

CHS465JOHALI NutHE201527 The scope of nutrition education While nutrition education, no matter how broadly defined, cannot resolve these complex social and economic problems; It can have a role to play in providing support for migrating populations, or those newly arrived in urban settings who are often confronted with a largely unfamiliar, industrialised food supply and limited -purchasing power. It has been said that urbanisation often turns knowledgeable food producers into naive food consumers. Programmes within this framework could be designed to: 1.Promote the knowledge, skills, and supports needed to be adequately nourished; 2.Avoid as far as possible the social and economic costs of malnutrition and disease. While nutrition education, no matter how broadly defined, cannot resolve these complex social and economic problems; It can have a role to play in providing support for migrating populations, or those newly arrived in urban settings who are often confronted with a largely unfamiliar, industrialised food supply and limited -purchasing power. It has been said that urbanisation often turns knowledgeable food producers into naive food consumers. Programmes within this framework could be designed to: 1.Promote the knowledge, skills, and supports needed to be adequately nourished; 2.Avoid as far as possible the social and economic costs of malnutrition and disease.

CHS465JOHALI NutHE201528 The Link Between Nutrition Education (NE ) & Health Education and Promotion (HEP) The Link Between Nutrition Education (NE ) & Health Education and Promotion (HEP)

CHS465JOHALI NutHE201529 Links with health promotion During the 1980s there was a growing recognition that the health of individuals was the product of the continuous interaction of the individual with his or her environment. The Ottawa Charter for Health Promotion, sponsored by WHO and developed by 38 countries in 1986 has had a major impact on promoting the health (including the diet-related health) of individuals, groups, and populations. The Charter identifies “Five Interdependent Domains” for action ( BDSDR) : · Build healthy public policy · Create supportive environments · Strengthen community action · Develop personal skills · Reorient health services. In this way educational strategies to increase the knowledge and skills of individuals are given structural and environmental support. "Make healthy and easy choices" (WHO, 1986). This has led to definitions of health promotion which still have education as a central activity, as for example, "Any combination of health (nutrition) education and related organisational, economic and environmental supports for the behaviour of individuals, groups or communities conducive to (nutritional) health" (Green & Anderson, 1986). This framework proposes an approach to promoting good nutrition for the public, which operationalises the Ottawa Charter and should enhance the reach and effectiveness of nutrition education programmes. Links with health promotion During the 1980s there was a growing recognition that the health of individuals was the product of the continuous interaction of the individual with his or her environment. The Ottawa Charter for Health Promotion, sponsored by WHO and developed by 38 countries in 1986 has had a major impact on promoting the health (including the diet-related health) of individuals, groups, and populations. The Charter identifies “Five Interdependent Domains” for action ( BDSDR) : · Build healthy public policy · Create supportive environments · Strengthen community action · Develop personal skills · Reorient health services. In this way educational strategies to increase the knowledge and skills of individuals are given structural and environmental support. "Make healthy and easy choices" (WHO, 1986). This has led to definitions of health promotion which still have education as a central activity, as for example, "Any combination of health (nutrition) education and related organisational, economic and environmental supports for the behaviour of individuals, groups or communities conducive to (nutritional) health" (Green & Anderson, 1986). This framework proposes an approach to promoting good nutrition for the public, which operationalises the Ottawa Charter and should enhance the reach and effectiveness of nutrition education programmes. The Link Between NE & HEP

CHS465JOHALI NutHE201530 Links with health promotion Affordability Finally, a framework which proposes that nutrition education addresses health promotion and enhancement, as well as risk factor reduction may raise the question of resources. For example, Where resources are limited, is it better to preferentially allocate resources to school programmes in an attempt to create a more nutritionally literate future generation, or should resources be allocated to interventions in local communities at immediate risk from vitamin A deficiency? This framework assumes that we must find a way to do both. Links with health promotion Affordability Finally, a framework which proposes that nutrition education addresses health promotion and enhancement, as well as risk factor reduction may raise the question of resources. For example, Where resources are limited, is it better to preferentially allocate resources to school programmes in an attempt to create a more nutritionally literate future generation, or should resources be allocated to interventions in local communities at immediate risk from vitamin A deficiency? This framework assumes that we must find a way to do both. The Link Between NE & HEP Working inter-sectorally and collaboratively is fundamental to increasing the available resources. For example; - Teachers are already trained educators who, with some support, represent a huge workforce with the potential to have an impact on the health and development goals of a country. -Agriculture extension workers may well have production targets or increased exports as their main agenda. - Inter-sectoral collaboration can increase their capacity to advise communities on household food production for good nutritional health, without compromising other policy goals. -Collaborating with social organisations, for example women's organisations, to support maternal and child nutrition may be an affordable approach. -The food industry has an interest in their products being viewed as health promoting and may provide resources for, or participate in, education initiatives. Strengthening the capacity of local communities to solve their own local food and nutrition problems is viable in many situations.

CHS465JOHALI NutHE201531 Nutrition issues The starting point in this model is the identification of the nutrition issues affecting population sub- groups. These should be based on data obtained by regular national monitoring and surveillance of the dietary intake and nutritional status of the population. Together with nationally developed Recommended Dietary Intakes ( RDI) for nutrients, these data can underpin the development of dietary goals or guidelines. Although the terms "goals" and "guidelines" are often used interchangeably, goals are more likely to be quantified, with expected times for achievement (targets). Dietary goals are usually changes in the national diet which will improve diet-related morbidity and mortality. They are designed for the use of health professionals and for monitoring policy. For nutrition education, goals are more likely to be described as guidelines and provide desirable directions for dietary change. Guidelines can be developed specifically for population sub-groups, such as children. The issue of ecological sustainability of the food supply and the need for countries to maximise food self-sufficiency are rarely addressed in guidelines. However, it has been argued that these issues intersect with health and should be reflected in guidelines through the promotion of fresh, local, and seasonal foods. This will help reduce the vulnerability of food supplies due to imports, and reduce the energy costs of processing and transporting foods. A second consideration in addressing the nutritional needs of population sub-groups is the development of environmental, social, and intrinsic indicators that contribute to nutritional status. Nutrition issues The starting point in this model is the identification of the nutrition issues affecting population sub- groups. These should be based on data obtained by regular national monitoring and surveillance of the dietary intake and nutritional status of the population. Together with nationally developed Recommended Dietary Intakes ( RDI) for nutrients, these data can underpin the development of dietary goals or guidelines. Although the terms "goals" and "guidelines" are often used interchangeably, goals are more likely to be quantified, with expected times for achievement (targets). Dietary goals are usually changes in the national diet which will improve diet-related morbidity and mortality. They are designed for the use of health professionals and for monitoring policy. For nutrition education, goals are more likely to be described as guidelines and provide desirable directions for dietary change. Guidelines can be developed specifically for population sub-groups, such as children. The issue of ecological sustainability of the food supply and the need for countries to maximise food self-sufficiency are rarely addressed in guidelines. However, it has been argued that these issues intersect with health and should be reflected in guidelines through the promotion of fresh, local, and seasonal foods. This will help reduce the vulnerability of food supplies due to imports, and reduce the energy costs of processing and transporting foods. A second consideration in addressing the nutritional needs of population sub-groups is the development of environmental, social, and intrinsic indicators that contribute to nutritional status. Nutrition Issues

CHS465JOHALI NutHE201532 Finally, the Perception of a particular population sub-group of its own nutrition priorities will contribute significantly to the effective design of programmes. Programmes are much more likely to be effective if the issues of greatest significance to the group are addressed and they are involved in the planning, management, and ownership of the programme. Physical infrastructure, such as housing and transport, must also be considered in planning. All of these factors can in turn, relate to the factors that have an impact on the individual and his or her vulnerability to nutritional risk. Along with inter-generational and familial factors, they can influence nutritional status, self-esteem, and motivation. The Environmental indicators include structural factors such as poverty and income level, employment status and educational status. While nutrition education cannot contribute directly to changing such structural factors, knowledge about these factors and, in particular, how they relate to the nutritional status of the population sub-group, will influence the settings and methods of a programme. The Social impacts of race, gender, age, and disability are significant factors which can create disadvantage in gaining access to adequate nourishment. Again, while nutrition education programmes can do little to mitigate against these impacts, they must take them into account in the design, development, and implementation of programmes. Nutrition issues

CHS465JOHALI NutHE201533 The food supply is placed at the centre of this framework (see Figure 1) because it must remain the focus of all nutrition education and promotion programmes. It is access to, and the availability of, food which largely determine the kinds of nutrition issues which arise for population sub-groups and these are major factors in the selection of target groups. The selection of settings, sectors, and methods will partly be determined by the extent to which these components have the capacity to influence and mediate people's relationship to food. As stated above, the framework is based on four interactive components. The starting point is the identification of the nutrition issues for population sub-groups. This will lead to the selection of target groups and determine whether the programme falls into one of two broad categories: health enhancement or risk factor reduction. Selecting the target groups (or population sub-groups) leads to the identification of those settings and sectors which provide the greatest access to the group, and which have the potential for organizational change to encompass nutrition issues in the long term. Finally, the methods appropriate to the target group and the setting can be selected to achieve both individual and organizational change and to provide a supportive environment for change. The food supply is placed at the centre of this framework (see Figure 1) because it must remain the focus of all nutrition education and promotion programmes. It is access to, and the availability of, food which largely determine the kinds of nutrition issues which arise for population sub-groups and these are major factors in the selection of target groups. The selection of settings, sectors, and methods will partly be determined by the extent to which these components have the capacity to influence and mediate people's relationship to food. As stated above, the framework is based on four interactive components. The starting point is the identification of the nutrition issues for population sub-groups. This will lead to the selection of target groups and determine whether the programme falls into one of two broad categories: health enhancement or risk factor reduction. Selecting the target groups (or population sub-groups) leads to the identification of those settings and sectors which provide the greatest access to the group, and which have the potential for organizational change to encompass nutrition issues in the long term. Finally, the methods appropriate to the target group and the setting can be selected to achieve both individual and organizational change and to provide a supportive environment for change. The Components of NE Framework

CHS465JOHALI NutHE201534 Figure 1: Framework for planning nutrition promotion and education programmes for the public. (Adapted from Galbally, 1992). Figure 1: Framework for planning nutrition promotion and education programmes for the public. (Adapted from Galbally, 1992). Planning NutHE Model نهاية اختبار 1 ( 2015)

Nutrition Education Process (NCP) & Dietary Intervention (DI) CHS465JOHALI NutHE201535

The Nutrition Care Process The Driving Effective Intervention and Outcomes Model

Nutrition Care Process  NCP is; Process for identifying, planning for, and meeting nutritional needs Why Malnutrition increases:  morbidity  length of hospital stay = more care  mortality  higher costs ($$$$$$$) Central Core of Nutrition Care Model The relationship between the client & the dietetics professional(s)  collaborative  client-focused  individualized

Relationship Between Patient/Client/Group & Dietetics Professional - Nutrition Diagnosis   Identify and label problem   Determine cause/contributing risk factors   Cluster signs and symptoms/ defining characteristics Nutrition Assessment   Obtain/collect timely and appropriatedata   Analyze/interpret with evidence-based standards   Identify risk factors  Use appropriate tools and methods  Involve interdisciplinary collaboration Screening & Referral System Outcomes Management System  Monitor the success of the Nutrition Care Process implementation  Evaluate the impact with aggregate data  Identify and analyze causes of less than optimal performance and outcomes  Refine the use of the Nutrition Care Process ADA NUTRITION CARE PROCESS MODEL  Document Nutrition Monitoring and Evaluation  Monitor progress  Measure outcome indicators  Evaluate outcomes  Document Nutrition Intervention  Plan nutrition intervention  Formulate goals and determine a plan of action  Implement the nutrition intervention  Care is delivered and actions are carried out  Document Document Collaboration Patient – Dietitian-HE Centered NutHE

Outer Rings of Nutrition Care Model Outer Rings of Nutrition Care Model  Strengths brought to process by dietetics professional  dietetics knowledge  skills of critical thinking, collaboration, communication  evidence-based practice  The Nutrition Factors of external environment are  health care system, practice setting  social support, economics, education level ADA’s Nutrition Care Process Steps  Nutrition Assessment  Nutrition Diagnosis  Nutrition Intervention  Nutrition Monitoring and Evaluation For more information, access the ADA member page in the Quality Management section. http://www.eatright.org/Member/83_12962.cfm http://www.eatright.org/Member/83_12962.cfm For more information, access the ADA member page in the Quality Management section. http://www.eatright.org/Member/83_12962.cfm http://www.eatright.org/Member/83_12962.cfm

Nutrition Assessment Components  Gather data, considering  Dietary intake  Nutrition related consequences of health and disease condition  Psycho-social, functional, and behavioral factors  Knowledge, readiness, and potential for change  Compare to relevant standards  Identify possible problem areas  Gather data, considering  Dietary intake  Nutrition related consequences of health and disease condition  Psycho-social, functional, and behavioral factors  Knowledge, readiness, and potential for change  Compare to relevant standards  Identify possible problem areas Nutrition Diagnosis Purpose  Identify and label the nutrition problem  Nutrition diagnosis NOT medical diagnosis  EXPLICIT statement of nutrition diagnosis Note: Documentation is an on-going process that supports all the steps in the Nutrition Care Process Purpose  Identify and label the nutrition problem  Nutrition diagnosis NOT medical diagnosis  EXPLICIT statement of nutrition diagnosis Note: Documentation is an on-going process that supports all the steps in the Nutrition Care Process

Example of Nutrition Assessment Content Nutrition assessment what data are most effective for identifying clients’ nutrition related problem of interest Type of assessment Content component Nutritional adequacy Fat and cholesterol intake Trans fatty acid intake Health status Lipid profile BMI Waist circumference What are the reliable standards (ideal goals)? how well, how much, how long What type of assessment data?

Nutrition Intervention Purpose  Plan and implement purposeful actions to address the identified nutrition problem  bring about change  set goals and expected outcomes  client-driven  based on scientific principles and best available evidence Note: Documentation is an on-going process that supports all the steps in the Nutrition Care Process Purpose  Determine the progress that is being made toward the client’s goals or desired outcomes Monitoring: review and measurement of status at scheduled times  Evaluation: systematic comparison with previous status, intervention goals, reference standard Nutrition Monitoring & Evaluation نهاية اختبار 1 ( 2016)

CHS465JOHALI NutHE201543 NutHE Target Groups

CHS465JOHALI NutHE201544 Assessing the nutrition issues of population sub-groups using both nutritional status and social health indicators, should lead not only to risk reduction programmes based on malnutrition reduction, but also to programmes designed to promote and enhance the health of the population. 1)Primary target groups: - Population sub-groups - life cycle approach (see figure 2) Assessing the nutritional issues of population sub-groups will lead to the identification of appropriate target populations. Taking a life cycle approach can be one way of ensuring that the needs of a whole population are assessed and of taking into account the developmental needs. It has been suggested that; The first stage would start at pre-birth and birth, the maternal and infant stage of life. The second stage could be seen as childhood, with adolescents having different developmental (and social) needs. The adult and family stages require different approaches again from the older stage of life. Assessing the nutrition issues of population sub-groups using both nutritional status and social health indicators, should lead not only to risk reduction programmes based on malnutrition reduction, but also to programmes designed to promote and enhance the health of the population. 1)Primary target groups: - Population sub-groups - life cycle approach (see figure 2) Assessing the nutritional issues of population sub-groups will lead to the identification of appropriate target populations. Taking a life cycle approach can be one way of ensuring that the needs of a whole population are assessed and of taking into account the developmental needs. It has been suggested that; The first stage would start at pre-birth and birth, the maternal and infant stage of life. The second stage could be seen as childhood, with adolescents having different developmental (and social) needs. The adult and family stages require different approaches again from the older stage of life. Target Groups

CHS465JOHALI NutHE201545 - Population sub-groups - special needs In order to address inequalities in nutrition outcomes, groups with special needs should be identified and targeted. These groups will vary from country to country but could include ethnic communities, newly arrived migrants or newly arrived urban dwellers, unemployed and low socio-economic groups, people with disabilities, disadvantaged men or women at particular risk for gender specific issues. 2) Secondary target groups: Secondary target groups can be defined as the people who will be used to reach the primary target groups. These can include health workers, teachers, agriculturists, media journalists, food producers and retailers, child care workers, village volunteers, and so on. Training will usually be required for this group. 3) Tertiary target groups: These are people who are able to facilitate or support nutrition education initiatives. They may include decision makers at all levels - politicians and administrators, but can also include such people as influential community or religious leaders. - Population sub-groups - special needs In order to address inequalities in nutrition outcomes, groups with special needs should be identified and targeted. These groups will vary from country to country but could include ethnic communities, newly arrived migrants or newly arrived urban dwellers, unemployed and low socio-economic groups, people with disabilities, disadvantaged men or women at particular risk for gender specific issues. 2) Secondary target groups: Secondary target groups can be defined as the people who will be used to reach the primary target groups. These can include health workers, teachers, agriculturists, media journalists, food producers and retailers, child care workers, village volunteers, and so on. Training will usually be required for this group. 3) Tertiary target groups: These are people who are able to facilitate or support nutrition education initiatives. They may include decision makers at all levels - politicians and administrators, but can also include such people as influential community or religious leaders. Target Groups

CHS465JOHALI NutHE201546 Target Groups Ages Based Model Figure 2: Model of Life cycle population sub-groups (Galbally, 1992)

CHS465JOHALI NutHE201547 NutHE Settings an Sectors NutHE Settings an Sectors

CHS465JOHALI NutHE201548 NE Settings an d Sectors This model is intrinsically multi-sectoral because it relies on key settings which, apart from the primary health sector, are all external to health. The use of key settings, not traditionally seen as the domain of nutrition education programmes, enables population subgroups to be reached where they work, live, and play. The use of a wide range of settings and organisations provides for positive links to occur across disciplines and encourages a much wider community involvement in nutrition issues. It also enables precise targeting of the population to occur and the development of methods suitable to the measurable and perceived needs of these locations. This model is intrinsically multi-sectoral because it relies on key settings which, apart from the primary health sector, are all external to health. The use of key settings, not traditionally seen as the domain of nutrition education programmes, enables population subgroups to be reached where they work, live, and play. The use of a wide range of settings and organisations provides for positive links to occur across disciplines and encourages a much wider community involvement in nutrition issues. It also enables precise targeting of the population to occur and the development of methods suitable to the measurable and perceived needs of these locations.

CHS465JOHALI NutHE201549 Furthermore, a settings approach can emphasise changes in organisations which support individual changes (Galbally, 1992). Such an example is policy development at the organisational level that commits the organization to practices which support healthy eating, such as healthy food services or nutrition information services. Settings for reaching the whole population can include primary health care services, general practitioners, community health services, families, villages and local communities, schools, day care services, work places, recreation settings - social organisations, arts, cultural and sporting groups, retail and commercial settings - street vendors, cafeterias, and food shops. Furthermore, a settings approach can emphasise changes in organisations which support individual changes (Galbally, 1992). Such an example is policy development at the organisational level that commits the organization to practices which support healthy eating, such as healthy food services or nutrition information services. Settings for reaching the whole population can include primary health care services, general practitioners, community health services, families, villages and local communities, schools, day care services, work places, recreation settings - social organisations, arts, cultural and sporting groups, retail and commercial settings - street vendors, cafeterias, and food shops. Working in a variety of settings and with a variety of organisations, requires collaboration and negotiation and the cultivation of long-term relationships across sectors (Glanz & Mullis, 1988). In each case, a strategic assessment of possible areas of mutual benefit and the strategic use of influence measures become the mechanisms for attempting to bring about change (Sindall, 1993). Despite the extensive rhetoric about inter-sectoral co- operation, little theory or documentation exists to guide nutrition practitioners. NE Settings and Sectors

CHS465JOHALI NutHE201550 NutHE Education and Communication Approaches- Strategies and Methods NutHE Education and Communication Approaches- Strategies and Methods The Communication Process Video http://education-portal.com/academy/lesson/the-communication-process.html#lesson

CHS465JOHALI NutHE201551 NE Communication Methods Education and communication methods: In the widely used Precede model this takes the form of identifying the predisposing factors (knowledge, beliefs, values, attitudes, confidence) that provide the rationale or motivation for the behaviour; the enabling factors (skills, resources) and the reinforcing factors (family, peers, teachers, etc.) which reward or contribute to the persistence of behaviour (Green, Kreuter, 1991). This is the kind of information that provides the basis for planning the education and communication methods to be used. In the widely used Precede model this takes the form of identifying the predisposing factors (knowledge, beliefs, values, attitudes, confidence) that provide the rationale or motivation for the behaviour; the enabling factors (skills, resources) and the reinforcing factors (family, peers, teachers, etc.) which reward or contribute to the persistence of behaviour (Green, Kreuter, 1991). This is the kind of information that provides the basis for planning the education and communication methods to be used. Selection of educational methods should be based on what is appropriate for the target groups and the setting. An analysis of the determinants of the nutrition behaviour of the target group, including the factors likely to influence behaviour, is the usual starting point (Andrian, 1994). Selection of educational methods should be based on what is appropriate for the target groups and the setting. An analysis of the determinants of the nutrition behaviour of the target group, including the factors likely to influence behaviour, is the usual starting point (Andrian, 1994).

CHS465JOHALI NutHE201552 NE Communication Methods Selection of channels Face-to-face education, either in groups or on a one-to-one basis, has been the traditional approach to nutrition education. In recent years this approach has been seriously questioned, usually in the context of the relative merits of face-to-face versus mass media approaches. Nutrition education presents some unique challenges in the health education area. While the origin of all human behaviours is complex, nutrition education has the additional problem that good nutrition involves the capacity to discriminate among many different foods. It may be easier to identify a single substance (e.g. tobacco) as injurious to health, or to promote the benefits of a capsule or injection, than to provide the information required to make choices about a range of foods. Selection of channels Face-to-face education, either in groups or on a one-to-one basis, has been the traditional approach to nutrition education. In recent years this approach has been seriously questioned, usually in the context of the relative merits of face-to-face versus mass media approaches. Nutrition education presents some unique challenges in the health education area. While the origin of all human behaviours is complex, nutrition education has the additional problem that good nutrition involves the capacity to discriminate among many different foods. It may be easier to identify a single substance (e.g. tobacco) as injurious to health, or to promote the benefits of a capsule or injection, than to provide the information required to make choices about a range of foods.

CHS465JOHALI NutHE201553 Evaluations of nutrition education confirm that programmes which have an impact on behaviour (not just on knowledge and attitude) depend on social context and interpersonal interaction to provide participants with the opportunity to practise the new behaviours and learn to solve their own nutrition problems over time. In general, it is agreed that face-to-face strategies are more likely to be effective in changing behaviour than mass media programmes. Using the strategies synergistically seems to be best option in most situations. Table 1 summarises the complementary nature of the two approaches. Mass media strategies, on the other hand, are based on marketing and communication models which tend to deal with simple messages or a discrete food or behaviour. Nutrition education is rarely dealing with a single behaviour or single food. Nonetheless, mass media has been used effectively where this is the case, for example, encouraging the use of iodised salt. Using mass media has also been effective in raising community awareness of a nutrition problem, or most commonly as part of a multi-channel approach in which mass media supports other actions or face-to-face activities. NE Communication Methods

CHS465 JOHALI NutHE2015 54 NE Communication Methods Table 1: Some relative advantages and disadvantages of face-to-face and mass media approaches ApproachesAdvantagesDisadvantages Face-to-face · Interactive · Reliable · Provides social support · Allows for personalising · Allows for modelling · Appropriate sequencing easy · Follow-up easy · Expensive · Penetration weak · May encourage dependency · May not be acceptable to many people Mass media Cheap per contact · Large numbers reached · More acceptable for many people · May stimulate self initiated change · Potential for further development through modem technology · Weak engagement of users · Unreliable · Dilution of content · Follow-up difficult Technology Students have to Search ….Students have to Search. Re- Adapted from the Australian National Health and Medical Research Council's Nutrition Education Report (1989)

CHS465JOHALI NutHE201555 These are 7 Strategies designed to support the education process (NutHE): 1.Advocacy to influence decision makers to support nutrition promotion and to mobilize social support. 2.Policy (blueprints for action), can be developed at all levels of society. Apart from national policies impacting on the national food supply, local communities may make a commitment to allocating land for vegetable gardening; a day care centre can have a policy to only serve nutritious foods; a school can develop a policy to allocate specific time to nutrition education. 3.Community action. Community-based programmes can increase community control over information (relating to food and nutrition); relationships (mobilising social support, facilitating self-help), resources (resource sharing, increasing purchasing power for food) and decision making. Community action can be critical for the sustainability of nutrition improvement. These are 7 Strategies designed to support the education process (NutHE): 1.Advocacy to influence decision makers to support nutrition promotion and to mobilize social support. 2.Policy (blueprints for action), can be developed at all levels of society. Apart from national policies impacting on the national food supply, local communities may make a commitment to allocating land for vegetable gardening; a day care centre can have a policy to only serve nutritious foods; a school can develop a policy to allocate specific time to nutrition education. 3.Community action. Community-based programmes can increase community control over information (relating to food and nutrition); relationships (mobilising social support, facilitating self-help), resources (resource sharing, increasing purchasing power for food) and decision making. Community action can be critical for the sustainability of nutrition improvement. NutHE Support Strategies

CHS465JOHALI NutHE201556 4. Regulation. While regulation may be outside the direct sphere of nutrition education, nutrition educators and community members can advocate for certain kinds of regulation. Regulation of the food supply can be a major strategy to support nutrition promotion. Providing enforcement strategies are in place, regulation can ensure the safety of food from many contaminants and agricultural residues. Compositional standards can protect the nutritional integrity of basic food stuffs. Where there is a clearly demonstrated need (not just for marketing purposes), fortification with a vitamin or mineral can address a specific nutritional deficiency. Food labelling laws can provide valuable information to consumers and controls can be exerted over inappropriate or misleading advertising and marketing. 5. Food production and processing. Many successful nutrition education programmes have been supported by developing participants' skills in growing, processing, and preparing foods. 6. Raising awareness. Social marketing methods such as media, advertising, and sponsorships, raise awareness of nutrition issues in the community, influence public opinion, and give nutrition education a higher profile. The process of creating broad social support, will often be the first stage in effecting positive changes. 7. Organizational change. Collaborating with organisations and sectors, such as local government, social organisations, worksites, educational organisations, health centres, and cultural groups, can lead to changes within these organisations which support nutritional improvements. The "healthy hospital", "healthy school", "healthy worksite" and "healthy community" movements are such examples. Achieving organisational commitment to support improved nutrition can be a major factor in the sustainability of programmes. 4. Regulation. While regulation may be outside the direct sphere of nutrition education, nutrition educators and community members can advocate for certain kinds of regulation. Regulation of the food supply can be a major strategy to support nutrition promotion. Providing enforcement strategies are in place, regulation can ensure the safety of food from many contaminants and agricultural residues. Compositional standards can protect the nutritional integrity of basic food stuffs. Where there is a clearly demonstrated need (not just for marketing purposes), fortification with a vitamin or mineral can address a specific nutritional deficiency. Food labelling laws can provide valuable information to consumers and controls can be exerted over inappropriate or misleading advertising and marketing. 5. Food production and processing. Many successful nutrition education programmes have been supported by developing participants' skills in growing, processing, and preparing foods. 6. Raising awareness. Social marketing methods such as media, advertising, and sponsorships, raise awareness of nutrition issues in the community, influence public opinion, and give nutrition education a higher profile. The process of creating broad social support, will often be the first stage in effecting positive changes. 7. Organizational change. Collaborating with organisations and sectors, such as local government, social organisations, worksites, educational organisations, health centres, and cultural groups, can lead to changes within these organisations which support nutritional improvements. The "healthy hospital", "healthy school", "healthy worksite" and "healthy community" movements are such examples. Achieving organisational commitment to support improved nutrition can be a major factor in the sustainability of programmes. NutHE Support Strategies

Change Eating Habits Through Nutrition Education CHS465JOHALI NutHE201557 http://www.dietitian.com/eathabit.html#.VAf9MsJ_uAg

CHS465JOHALI NutHE201558 What The term eating habits (or food habits ) refers to why and how people eat, which foods they eat, and with whom they eat, as well as the ways people obtain,eating habits store, use, and discard food. Individual, social, cultural, religious, economic, environmental, and political factors all influence people's eating habits. What The term eating habits (or food habits ) refers to why and how people eat, which foods they eat, and with whom they eat, as well as the ways people obtain,eating habits store, use, and discard food. Individual, social, cultural, religious, economic, environmental, and political factors all influence people's eating habits. Why and How People Eat All humans eat to survive. They also eat to express appreciation, for a sense of belonging, as part of family customs, and for self- realization. For example, someone who is not hungry may eat a piece of cake that has been baked in his or her honor. People eat according to learned behaviors regarding etiquette, meal and snack patterns acceptable foods, food combinations, and portion sizes. Etiquette refers to acceptable behaviors. For example, for some groups it is acceptable to lick one's fingers while eating, while for other groups this is rude behavior. Etiquette and eating rituals also vary depending on whether the meal is formal, informal, or special (such as a meal on a birthday or religious holiday).A meal is usually defined as the consumption of two or more foods in a structured setting at a set time. Snacks consist of a small amount of food or beverage eaten between meals. Eating Habits

CHS465JOHALI NutHE201559 A common eating patterns are three meals per day : -Breakfast 5-7 am Do we eat …on tune - balance ? - Lunch 12 – 2 pm; Do we have Balance … on time ? - Dinner 6-10; Do we have Balance … on time ? With snacks between meals. ? The components of a meal vary across cultures, but generally include; - Grains, such as rice or noodles; - Meat or a meat substitute, such as fish, beans, or tofu; - Accompaniments, such as vegetables, with Fruits the FIRST Various food guides provide suggestions on foods to eat, portion sizes, and daily intake. However, personal preferences, habits, family customs, and social setting largely determine what a person consumes. Common Eating Patterns and Components http://www.faqs.org/nutrition/Diab-Em/Eating-Habits.html

CHS465JOHALI NutHE201560 Influences on Food Choices Individual Preferences Every individual has unique likes and dislikes concerning foods; time, personal experience; motivation exposure, family customs and rituals, advertising, and personal values. Cultural Influences. A cultural group provides guidelines regarding acceptable foods, food combinations, eating patterns, and eating behaviors. Compliance with these guidelines creates a sense of identity and belonging for the individual. Is this view good ? Social Influences. Members of a social group depend on each other, share a common culture, and influence each other's behaviors and values. A person's membership in particular peer, work, or community groups impacts food behaviors. For example, a young person at a basketball game may eat certain foods when accompanied by friends and other foods when accompanied by his or her teacher. Which do you like, have, attract …common \ why

CHS465 JOHALI NutHE2015 61 Influences on Food Choices Religious Influences. Religious proscriptions range from a few to many, from relaxed to highly restrictive. This will affect a follower's food choices and behaviors. For example, in some religions specific foods are prohibited, such as pork among Jewish and Muslim adherents. Within Christianity, the Seventh-day Adventists discourage "stimulating" beverages such as alcohol, which is not forbidden among Catholics. Economic Influences. Money, values, and consumer skills all affect what a person purchases. The price of a food, however, is not an indicator of its nutritional value. Cost is a complex combination of a food's availability, status, and demand Environmental Influences. The influence of the environment on food habits derives from a composite of ecological and social factors..Political Influences. Political factors also influence food availability and trends. Food laws and trade agreements affect what is available within and across countries, and also affect food prices. Food labeling laws determine what consumers know about the food they purchase. Eating habits are thus the result of both external factors, such as politics, and internal factors, such as values. These habits are formed, and may change, over a person's lifetime. Can Health Education Change Eating Habits PPT

CHS465 JOHALI NutHE2015 62 Can Health Education Change-Improve Eating Habits ….Yes; http://www.webmd.com/fitness-exercise/healthy- eating-changing-your-eating-habits# http://www.webmd.com/fitness-exercise/healthy- eating-changing-your-eating-habits# Change Your Eating Habits Through These 15 Tips 1. Keep to a regular eating schedule 2. Eat together as a family most days of the week 3. Eat before you get too hungry 4. Make sure every family member eats breakfast every day 5. Drink water before a meal 6. Stop eating when you’re full 7. Don't eat late at night 8. Try a green salad instead of fries 9. Ask for salad dressing "on the side" 10. Chew slowly every time you eat and remind others to enjoy every bite 11. Serve water or low-fat milk at meals, instead of soda or other sugary drinks 12. Pay attention to flavors and textures 13. Instead of eating out, bring a healthy, low-calorie lunch to work and pack a healthy "brown bag" for your kids 14.Provide fruits and vegetables for snacks 15. Ask your sweetie to bring you fruit or flowers instead of chocolate (Source: Adapted from smallstep.gov) http://www.webmd.com/diet/food-fitness-planner/default.htm http://www.nhlbi.nih.gov/health/educational/wecan/eat-right/tips-eating-right.htm

CHS465 JOHALI NutHE2015 63 Smart Food WHY Banana Contains potassium and helps to prevent ulcers. BarleyLowers cholesterol because it is high in the good fat (HDLs, high-density lipoproteins). CheeseFights cavities because it contains calcium. Chili peppersGood for bronchitis, colds, and sinusitis. CucumberBreaks up cholesterol deposits. FigsHelps to stabilize blood sugar, which keeps energy levels high. Fiber It helps to rid your body of waste and also makes you feel full. Fiber is found in fruits and vegetables and whole-grain cereal. It is not digestible. HorseradishIt's sharp and strong, but fights colds because the root contains an antibiotic and vitamin C. Kale Contains calcium for building bones plus the same beta carotene found in carrots that helps fight germs. Milk (low fat)Contains calcium, which helps to build strong teeth and bones. PrunesAn excellent natural laxative because of their fiber content. Yogurt The live culture in yogurt acidophilus helps the body to fight intestine and yeast infections. WaterThe best liquid to drink because it purifies your bloodstream and cleans your cells and tissues. Smart Food, Junk Food Food for health and well-being is not a new idea. The Egyptians, Greeks, and Romans believed that certain foods were natural cure-alls. Poppy juice was used to kill pain, strawberry roots to treat mad-dog bites. Crocodile blood was recommended for failing eyesight. Here are some foods that are currently thought to be good for you. You may want these junk foods, but try to stay away! Smart Food, Junk Food Food for health and well-being is not a new idea. The Egyptians, Greeks, and Romans believed that certain foods were natural cure-alls. Poppy juice was used to kill pain, strawberry roots to treat mad-dog bites. Crocodile blood was recommended for failing eyesight. Here are some foods that are currently thought to be good for you. You may want these junk foods, but try to stay away! http://www.factmonster.com/ipka/A0768674.html

CHS465JOHALI NutHE201564 Nutrition education for : -Infancy, - childhood, - adolescence, - diabetes, -hypertension, - obesity, - renal failure, -heart disease, -peptic ulcer, -anorexia nervosa, -and bulimia. YOURS Student Centered Smart Assignment – Presentation Do – Present YOURS Student Centered Smart Assignment – Presentation Do – Present

FOR Practical Smart Assignments CHS465JOHALI NutHE201565 http://www.learntobehealthy.org/parents- teachers/educational-materials/nutrition/

CHS465 JOHALI NutHE2015 66 http://www.slideshare.net/wmthompson/healthy-teens-nutrition-education-powerpoint http://www.slideshare.net/mirandajuza/nutrition-presentation-11682651?related=1

Smart Practical Assignments (SPA) CHS465JOHALI NutHE201567

CHS465JOHALI NutHE201568 يسر عمادة البحث العلمي إعلان إطلاق برنامجها الجديد "برنامج دعم أبحاث طلبة البكالوريوس" للتفاصيل والاشتراك بالبرنامج عبر الرابط http://dsrs.ksu.edu.sa/ar/node/601

CHS465JOHALI NutHE201569 Why Nutrition Education \ Nutrition and Health Education ?!! Why Not Nutrition Health Education ?!!! Nutrition and Health Education Frequently Asked Questions, UWH Madison http://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter \ LinkedInhttp://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter Why Nutrition Education \ Nutrition and Health Education ?!! Why Not Nutrition Health Education ?!!! Nutrition and Health Education Frequently Asked Questions, UWH Madison http://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter \ LinkedInhttp://www.uwhealth.org/nutrition- diet/nutrition-and-health-education-frequently-asked-questions/13696#.U_mXk5L1C-w.twitter From Reasoning To Concluding Nutrition and Health Education: Informational Videos https://www.linkedin.com/groups/Why-Nutrition-Education-Nutrition-Health- 4866805.S.5909214294670614531?trk=groups%2Finclude%2Fitem_snippet-0-b-ttl https://www.linkedin.com/groups/Why-Nutrition-Education-Nutrition-Health- 4866805.S.5909214294670614531?trk=groups%2Finclude%2Fitem_snippet-0-b-ttl Which Diet Works: A Nutrition Review http://videos.med.wisc.edu/videos/195 http://videos.med.wisc.edu/tags/236 For Final Part All Health Problems

CHS465JOHALI NutHE201570 With My Great Best Wishes  Be Excellency in ever think  Be Critical Thinkers  Be Creative; &  Meaningful Assertive PTs & Learners Lifelong and Day After

KINGDOM OF SAUDI ARABIA \ MINISTRY OF HIGHER EDUCTION KING SAUD UNIVERSITY CAMS \ HEALTH EDUCATION Final CHS465 JOHALINutHE2016 NUTRITION H EDUCATION Final.

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KINGDOM OF SAUDI ARABIA \ MINISTRY OF HIGHER EDUCTION KING SAUD UNIVERSITY CAMS \ HEALTH EDUCATION Final CHS465 JOHALINutHE2016 NUTRITION H EDUCATION Final.

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