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= Optimal nutrition: the craft of balancing diet and lifestyle in the post-digital world =
−
= Mental health: Psychology =
  
−
* '''Course name''': Mental health: Psychology
 +
* '''Course name''': Optimal nutrition: the craft of balancing diet and lifestyle in the post-digital world
 
* '''Code discipline''': XXX
  
* '''Code discipline''': XXX
−
* '''Subject area''': Behavioral science: psychology
 +
* '''Subject area''':
   
 
== Short Description ==
  
== Short Description ==
−
This course covers the following concepts: Psychohygiene; Mental Health and Life balance; The nature of our emotional processes, emotional burnout; Willpower; Procrastination; Erickson’s principles of thinking; Different practices and tools that help achieve personal goals and maintain comfortable psychological condition.; What is the purpose of this course?; The rhythm of life is very high in the XXI century. Abundance of products and service is available for us as well as abundance of tasks, goals, contacts, responsibilities, contradictory information and at last temptations. Managing with all these stimuluses make a great workload for our psychic (brain), that can lead to some unpleasant consequences such as emotional burnout, high level of anxiety or even panic attacks, periods of apathy or depression, low level of self-esteem and so on. Usual techniques of psychohygiene help cope with high rhythm of life and prevent mental difficulties.; The goal of this course is to introduce basic elements of psychohygiene (care of mental health and well-being) that help students manage all the spheres of their life easier, more effective and with more pleasure.; Students will be provided with knowledge of how our brain works and get the opportunity to try exercises and algorithms, which help improve brain’s work and adaptability to life’s challenges. They will also be given some concept about healthy/ecological way of communication with people.; Course Objectives Based on Bloom’s Taxonomy; What should a student remember at the end of the course?; By the end of the course, the students should be able to remember and recognize:; The main principles and value of psychohygiene (caring about mental health and emotional condition) and life balance.; The nature and particular qualities of emotional life; The nature and working principles of will power; The nature and reasons of procrastination; The nature and signs of healthy communication, personal boundaries; What should a student be able to understand at the end of the course? (5-7 points for bachelors and 4-5 for masters); Why people always need to care about their psychological health and life balance?; How to define their emotions, emotional conditions and the reasons of them; How to prevent emotional burnout; The connection between their minds (type of thinking) and fortune; The features of their will power and personal reasons of procrastination; What should a student be able to apply at the end of the course?; By the end of the course, the students should be able to:; • Identify destructive thoughts (ideas) and reformulate/transform them into constructive/effective ones.; • Identify their emotions and cope with them (live them through ecologically); • Make goals, plans and do the work according to the plan/schedule in time; • Make decisions according to their lifegoals and cope with temptation.; • Understand and apply the principles of healthy self-esteem (healthy attitude towards yourself) and self-boundaries protection.; Course evaluation (Do you have any special weight on the course evaluations of components that affect the assessment of the development of the discipline? By default, it will be as below. If you think it should be different please indicate this in the `Proposed points' column); Table 1: Course grade breakdown; Cooperation Policy and Quotations:; Grades range (Does this class have any particularities of matching the grades with a five-point scale? By default, it will be as below. If you think that should be different, please indicate this in the `Proposed range' column):; Table 2: Course grading range; Resources and reference material; Textbook(s): -; The Full Life. Radislav Gandapas, 2018, АСТ; The Gestalt approach and Eye witness to therapy. F.Perls, Palo Alto, Ca.: Science and Behavior Books, 1973; The Willpower Instinct. Kelly McGonigal, Ph.D., 2011 The USA; The Now Habit. Neil Fiore, Ph.D., 2007; Emotional Intelligence. Daniel Goleman, 1995; Secrets of Open Communication. Sergey Petrushin,; Course Sections; The main sections of the course and approximate hour distribution between them is as follows:.
 +
This course covers the following concepts: • Optimal nutrition; • Energy balance: dietary intake and physical activity; • Nutriom – a set of essential nutrients; • Optimal nutrition under budget constraint; • Food-processing technology, genetic engineering, and new sources of food; • Digital solutions in dietary management; What is the purpose of this course?; The goal of this course is to introduce basic elements of the optimal nutrition – multi-disciplinary, multi-dimensional concept, and help students find the balance between their physiological individual requirements and food consumed daily.; Students will be provided with knowledge required to design their own personal diets, associated with their needs, depending on the level of their physical activity and health status. They will also be given an overview of food safety issues and modern food-processing technologies understanding of which will enable making conscious dietary choices.; Finally, digital tools available to assist personal food management and trends in internet-of-things (IoT) development will be discussed, offering students perspective on potential app projects in personalized nutrition.; Course Objectives Based on Bloom’s Taxonomy; What should a student remember at the end of the course? (5-7 points for bachelors and 3-5 for masters); By the end of the course, the students should be able to remember and recognize; Optimal nutrition as a science-based approach helping them in managing their personal diets; Nutriom – the set of essential nutrients required for normal functioning of body’s systems, organs, and tissues; Principles of dietary management under budget constrain; Basics of industrial food processing, use of food additives and technological aids; Genetic engineering techniques as applied to foods; New food technologies, use of nanomaterials; Trends in development of digital tools used in the personalized nutrition; What should a student be able to understand at the end of the course? (5-7 points for bachelors and 4-5 for masters); Understand how to measure and keep energy balance in their diet; Understand how to read food labels and where to find nutrition information; Understand how to construct personal diet under limited financial resources; Understand current food technology and processing methods; Understand trends in digital solutions used in personalized nutrition.; What should a student be able to apply at the end of the course? ( 3-5 points for bachelors and 4-6 for masters); By the end of the course, the students should be able to:; Apply nutrition principles in evaluating their personal energy intakes and expenditures; Demonstrate and use basic knowledge of nutriom and its essential components in their dietary choices; Conduct self-assessment of risks and opportunities of personal dietary behaviour; Design personal diet and propose an optimal dietary tracking tool; Course evaluation (Do you have any special weight on the course evaluations of components that affect the assessment of the development of the discipline? By default, it will be as below. If you think it should be different please indicate this in the `Proposed points' column); Table 1: Course grade breakdown; Late Submission Policy:; Reducing one grade for submissions after the deadline.; Cooperation Policy and Quotations:; Grades range (Does this class have any particularities of matching the grades with a five-point scale? By default, it will be as below. If you think that should be different, please indicate this in the `Proposed range' column):; Table 2: Course grading range; Resources and reference material; Introduction to Human Nutrition, 3rd Edition, 2019, Wiley-Blackwell; Food and Nutrition Economics. Fundamentals for Health Sciences. George C. Davis and Elena L.Serrano, 2016, Oxford.
   
 
== Prerequisites ==
  
== Prerequisites ==
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! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Foundations of healthy diet ||
−
| The notion of mental health and ways of its maintaining. Psychohygiene. Life balance. ||
 
  +
# - Double malnutrition and non-communicable diseases
−
# - The notion of mental health.
  
  +
# - First nutrition law, energy balance
−
# - The reasons of psychohygiene.
  
  +
# - Macronutrients and energy metabolism
−
# - The notion of Life balance and its maintaining
  
  +
# - Measuring personal calorie intake and expenditure
  +
# - Obesity and appetite regulation. Dietary management
 
|-
  
|-
  +
| Nutriom ||
−
| Managing your emotions: the healthy emotional condition ||
 
  +
# - Food composition, macro- and micronutrients
−
# -- The notion and functions of emotions
  
  +
# - Vitamins
−
# - Biological and Social emotions
  
  +
# - Minerals and trace elements
−
# - Emotion management
  
  +
# - Phytonutrients
−
# - Emotional burnout
  
  +
# - Nutrition declaration and dietary reference standards
 
|-
  
|-
  +
| Nutritional economics ||
−
| Managing your mindset: effective life thinking ||
 
  +
# - Managing diet under budget constraints.
−
# - How our minds define our fortune
  
  +
# - Utility concept. Nutrient-health relationship.
−
# - The Effective principles of thinking (Erickson’s star)
  
  +
# - Food-income relationship. Engel curve.
  +
# - Intertemporal choice problem. Health vs unhealthy food choices.
  +
# - Taxation and other fiscal policies applied to foods.
 
|-
  
|-
  +
| New food processing technologies ||
−
| Managing your behavior: how to switch on your willpower and cope with procrastination ||
 
  +
# - Processed and ultra-processed foods
−
# - “How I choose what to do?”- the notion and nature of willpower
  
  +
# - Food additives and processing aids
−
# - Tricks of our mind, connected with willpower and how to overcome them
  
  +
# - Gene engineering of foods
−
# - The nature of procrastination and its reasons
  
  +
# - Nanonutrients
−
# - Self-support as the best way of coping with procrastination
  
  +
# - “Impossible” foods
−
# - The rules of thinking for effective activity
  
  +
|-
−
# - Anti-timetable (anti-schedule) and reverse planning
  
  +
| Digital solutions for dietary management ||
  +
# - Apps for personal nutrition management
  +
# - Food and IoT
  +
# - Diet tracking, meal planning, population assessment tools
  +
# - Nutrition platforms
  +
# - Digital nutrition
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
  +
The goal of this course is to introduce basic elements of the optimal nutrition – multi-disciplinary, multi-dimensional concept, and help students find the balance between their physiological individual requirements and food consumed daily.
−
The rhythm of life is very high in the XXI century. Abundance of products and service is available for us as well as abundance of tasks, goals, contacts, responsibilities, contradictory information and at last temptations. Managing with all these stimuluses make a great workload for our psychic (brain), that can lead to some unpleasant consequences such as emotional burnout, high level of anxiety or even panic attacks, periods of apathy or depression, low level of self-esteem and so on. Usual techniques of psychohygiene help cope with high rhythm of life and prevent mental difficulties.
  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
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==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Optimal nutrition as a science-based approach helping them in managing their personal diets
−
* The main principles and value of psychohygiene (caring about mental health and emotional condition) and life balance.
  
  +
* Nutriom – the set of essential nutrients required for normal functioning of body’s systems, organs, and tissues
−
* The nature and particular qualities of emotional life
  
  +
* Principles of dietary management under budget constrain
−
* The nature and working principles of will power
  
  +
* Basics of industrial food processing, use of food additives and technological aids
−
* The nature and reasons of procrastination
  
  +
* Genetic engineering techniques as applied to foods
−
* The nature and signs of healthy communication, personal boundaries
  
  +
* New food technologies, use of nanomaterials
  +
* Trends in development of digital tools used in the personalized nutrition
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== Level 2: What basic practical skills should a student be able to perform? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Understand how to read food labels and where to find nutrition information
−
* How to define their emotions, emotional conditions and the reasons of them
  
  +
* Understand how to construct personal diet under limited financial resources
−
* How to prevent emotional burnout
  
  +
* Understand current food technology and processing methods
−
* The connection between their minds (type of thinking) and fortune
  
  +
* Understand trends in digital solutions used in personalized nutrition.
−
* The features of their will power and personal reasons of procrastination
  
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Apply nutrition principles in evaluating their personal energy intakes and expenditures
−
* • Identify destructive thoughts (ideas) and reformulate/transform them into constructive/effective ones.
  
  +
* Demonstrate and use basic knowledge of nutriom and its essential components in their dietary choices
−
* • Identify their emotions and cope with them (live them through ecologically)
  
  +
* Conduct self-assessment of risks and opportunities of personal dietary behaviour
−
* • Make goals, plans and do the work according to the plan/schedule in time
  
  +
* Design personal diet and propose an optimal dietary tracking tool
−
* • Make decisions according to their lifegoals and cope with temptation.
  
−
* • Understand and apply the principles of healthy self-esteem (healthy attitude towards yourself) and self-boundaries protection.
 
 
== Grading ==
  
== Grading ==
   
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| B. Good || 75-89 || -
  
| B. Good || 75-89 || -
 
|-
  
|-
−
| C. Satisfactory || 50-74 || -
 +
| C. Satisfactory || 60-74 || -
 
|-
  
|-
−
| D. Poor || 0-49 || -
 +
| D. Poor || 0-59 || -
 
|}
  
|}
   
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! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
−
| Attendance || 50
 +
| Homework 1 || 30
 
|-
  
|-
−
| Assesments || 50
 +
| Homework 2 || 30
 
|-
  
|-
−
| ||
+
| Final test || 40
 
|}
  
|}
   
Line 110: Line 123:
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* Food and Nutrition Economics. Fundamentals for Health Sciences. George C. Davis and Elena L.Serrano, 2016, Oxford
−
* The Full Life. Radislav Gandapas, 2018, АСТ
  
−
* The Gestalt approach and Eye witness to therapy. F.Perls, Palo Alto, Ca.: Science and Behavior Books, 1973
  
−
* The Willpower Instinct. Kelly McGonigal, Ph.D., 2011 The USA
  
−
* The Now Habit. Neil Fiore, Ph.D., 2007
  
−
* Emotional Intelligence. Daniel Goleman, 1995
  
−
* Secrets of Open Communication. Sergey Petrushin,
  
−
* Course Sections
  
−
* The main sections of the course and approximate hour distribution between them is as follows:
  
   
 
=== Closed access resources ===
  
=== Closed access resources ===
Line 130: Line 136:
 
|+ Activities within each section
  
|+ Activities within each section
 
|-
  
|-
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
 +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5
 
|-
  
|-
−
| Essay (written based) || 1 || 0 || 0 || 0
 +
| Homework and group projects || 1 || 1 || 1 || 0 || 0
 
|-
  
|-
−
| Discussions || 1 || 0 || 0 || 0
 +
| Oral polls || 1 || 0 || 0 || 0 || 0
  +
|-
  +
| Testing (written or computer based) || 0 || 0 || 0 || 1 || 1
 
|}
 
|}
 
== Formative Assessment and Course Activities ==
  
== Formative Assessment and Course Activities ==
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==== Section 1 ====
  
==== Section 1 ====
−  
−
==== Section 2 ====
  
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 148: Line 154:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Question || (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. || 1
−
| Question || 1. How do you understand emotions and why do we need them? || 0
  
  +
|}
  +
==== Section 2 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Question || 2. How can we improve our energy and mood? || 0
  
−
|-
  
−
| Question || 3. What base emotions correspond to 4 elements? || 0
  
−
|-
  
−
| Question || 4. How can we manage with these elements and our emotional conditions? || 0
  
−
|-
  
−
| Question || 5. What questions should we ask ourselves for our emotional well-being? || 0
  
−
|-
  
−
| Question || 6. What social emotions correspond to 4 elements? || 0
  
−
|-
  
−
| Question || 7. How do we get social emotions? || 0
  
−
|-
  
−
| Question || 8. How can we manage with our social emotions? || 0
  
−
|-
  
−
| Question || *Typical questions for psychological exercises within this section || 0
  
−
|-
  
−
| Question || 1. Greet everybody as you are 100, 80, 60, 40, 20 years old. || 0
  
−
|-
  
−
| Question || 2. Play the game: show the written emotion to others and ask them to guess it. || 0
  
−
|-
  
−
| Question || *Typical homework assignment within this section || 0
  
 
|-
  
|-
  +
| Question || (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. || 1
−
| Question || 3. Keep a diary of emotions during the week, using the given questions for reflection. || 0
  
 
|}
 
|}
 
==== Section 3 ====
  
==== Section 3 ====
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Question || (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. || 1
−
| Question || 1. How are our minds connect with our fortune? || 0
  
−
|-
  
−
| Question || 2. Can we control and change our minds? How? || 0
  
−
|-
  
−
| Question || 3. Have you got any life principles? || 0
  
−
|-
  
−
| Question || 3. Do you agree with Erichson’s principles? || 0
  
−
|-
  
−
| Question || 4. How can we use them in our life? || 0
  
−
|-
  
−
| Question || *Typical questions for psychological exercises within this section || 0
  
−
|-
  
−
| Question || 1. Go in a circle and share with partners with the learned principles. || 0
  
 
|}
 
|}
 
==== Section 4 ====
  
==== Section 4 ====
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Question || (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. || 1
−
| Question || 1. What is the structure and purpose of our Willpower? || 0
  
  +
|}
  +
==== Section 5 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Question || 2. How is Self-control connected with Willpower? || 0
  
−
|-
  
−
| Question || 3. Why do we call Willpower a muscle? || 0
  
−
|-
  
−
| Question || 4. What are 4 Tricks of our mind, connected with willpower and how to overcome them? || 0
  
−
|-
  
−
| Question || 5. What is the algorithm of coping with self-blaming? How do you understand “to support yourself" || 0
  
−
|-
  
−
| Question || 6. What makes us procrastinate? || 0
  
−
|-
  
−
| Question || 7. What should we focus on in our mind for coping with procrastination? || 0
  
−
|-
  
−
| Question || 8. How can we plan our work to make it more pleasurable and effective? || 0
  
−
|-
  
−
| Question || *Typical questions for exercises within this section || 0
  
−
|-
  
−
| Question || 1. Write the list of your willpower and procrastination challenges. || 0
  
−
|-
  
−
| Question || 2. Choose one of your challenges and discuss with your partner what is the most difficult for you in it (this challenge)? Why? || 0
  
−
|-
  
−
| Question || 3. Give the name to your impulsive part and play out its role with your partner. || 0
  
−
|-
  
−
| Question || 4. Do the Willpower Meditation. || 0
  
−
|-
  
−
| Question || 5. Do the breathing exercise, improving your willpower. || 0
  
−
|-
  
−
| Question || 6. Tell about your successful willpower challenge, while performing certain actions. || 0
  
−
|-
  
−
| Question || 7. Do reverse planning about one of your challenges. || 0
  
−
|-
  
−
| Question || Typical questions for homework exercises within this section || 0
  
−
|-
  
−
| Question || Schedule your week according to anti-timetable. || 0
  
−
|-
  
−
| Question || Make reverse planning about one of your projects. || 0
  
−
|-
  
−
| Question || Observe your decisions concerning your willpower challenge during the day and analyze them at the end of your day. || 0
  
−
|-
  
−
| Question || Do the Willpower Meditation every day for 5 minutes. || 0
  
 
|-
  
|-
  +
| Question || (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. || 1
−
| Question || Make up trifle exercise for you and do it during the week for pumping up your willpower muscle. || 0
  
 
|}
 
|}
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
−  
  +
# 1. Building a personal physical activity profile (based on compendium of physical activity)
 
'''Section 2'''
  
'''Section 2'''
  +
# (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
−
# 1. Why do we need emotions?
  
  +
# 1. Measuring calories and essential nutrient intake. 7-day diet design.
−
# 2. Describe the base emotions and tell how we can manage them.
  
−
# 3. Describe the social emotions and tell how we can work with them.
  
 
'''Section 3'''
  
'''Section 3'''
  +
# (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
−  
  +
# 1. Constructing indifference curve.
 
'''Section 4'''
  
'''Section 4'''
  +
# (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
−
# 1. Tell about the part of our brain responsible for Willpower?
  
  +
'''Section 5'''
−
# 3. What are our mind tricks, connected with willpower and how to overcome them?
  
  +
# (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
−
# 4. Describe the possible algorithm of coping with self-blaming.
  
−
# 5. Describe the thinking principles for effective activity.
  
   
 
=== The retake exam ===
  
=== The retake exam ===
Line 267: Line 211:
   
 
'''Section 4'''
  
'''Section 4'''
  +
  +
'''Section 5'''

Revision as of 13:10, 23 November 2022

Optimal nutrition: the craft of balancing diet and lifestyle in the post-digital world

  • Course name: Optimal nutrition: the craft of balancing diet and lifestyle in the post-digital world
  • Code discipline: XXX
  • Subject area:

Short Description

This course covers the following concepts: • Optimal nutrition; • Energy balance: dietary intake and physical activity; • Nutriom – a set of essential nutrients; • Optimal nutrition under budget constraint; • Food-processing technology, genetic engineering, and new sources of food; • Digital solutions in dietary management; What is the purpose of this course?; The goal of this course is to introduce basic elements of the optimal nutrition – multi-disciplinary, multi-dimensional concept, and help students find the balance between their physiological individual requirements and food consumed daily.; Students will be provided with knowledge required to design their own personal diets, associated with their needs, depending on the level of their physical activity and health status. They will also be given an overview of food safety issues and modern food-processing technologies understanding of which will enable making conscious dietary choices.; Finally, digital tools available to assist personal food management and trends in internet-of-things (IoT) development will be discussed, offering students perspective on potential app projects in personalized nutrition.; Course Objectives Based on Bloom’s Taxonomy; What should a student remember at the end of the course? (5-7 points for bachelors and 3-5 for masters); By the end of the course, the students should be able to remember and recognize; Optimal nutrition as a science-based approach helping them in managing their personal diets; Nutriom – the set of essential nutrients required for normal functioning of body’s systems, organs, and tissues; Principles of dietary management under budget constrain; Basics of industrial food processing, use of food additives and technological aids; Genetic engineering techniques as applied to foods; New food technologies, use of nanomaterials; Trends in development of digital tools used in the personalized nutrition; What should a student be able to understand at the end of the course? (5-7 points for bachelors and 4-5 for masters); Understand how to measure and keep energy balance in their diet; Understand how to read food labels and where to find nutrition information; Understand how to construct personal diet under limited financial resources; Understand current food technology and processing methods; Understand trends in digital solutions used in personalized nutrition.; What should a student be able to apply at the end of the course? ( 3-5 points for bachelors and 4-6 for masters); By the end of the course, the students should be able to:; Apply nutrition principles in evaluating their personal energy intakes and expenditures; Demonstrate and use basic knowledge of nutriom and its essential components in their dietary choices; Conduct self-assessment of risks and opportunities of personal dietary behaviour; Design personal diet and propose an optimal dietary tracking tool; Course evaluation (Do you have any special weight on the course evaluations of components that affect the assessment of the development of the discipline? By default, it will be as below. If you think it should be different please indicate this in the `Proposed points' column); Table 1: Course grade breakdown; Late Submission Policy:; Reducing one grade for submissions after the deadline.; Cooperation Policy and Quotations:; Grades range (Does this class have any particularities of matching the grades with a five-point scale? By default, it will be as below. If you think that should be different, please indicate this in the `Proposed range' column):; Table 2: Course grading range; Resources and reference material; Introduction to Human Nutrition, 3rd Edition, 2019, Wiley-Blackwell; Food and Nutrition Economics. Fundamentals for Health Sciences. George C. Davis and Elena L.Serrano, 2016, Oxford.

Prerequisites

Prerequisite subjects

Prerequisite topics

Course Topics

Course Sections and Topics
Section Topics within the section
Foundations of healthy diet
  1. - Double malnutrition and non-communicable diseases
  2. - First nutrition law, energy balance
  3. - Macronutrients and energy metabolism
  4. - Measuring personal calorie intake and expenditure
  5. - Obesity and appetite regulation. Dietary management
Nutriom
  1. - Food composition, macro- and micronutrients
  2. - Vitamins
  3. - Minerals and trace elements
  4. - Phytonutrients
  5. - Nutrition declaration and dietary reference standards
Nutritional economics
  1. - Managing diet under budget constraints.
  2. - Utility concept. Nutrient-health relationship.
  3. - Food-income relationship. Engel curve.
  4. - Intertemporal choice problem. Health vs unhealthy food choices.
  5. - Taxation and other fiscal policies applied to foods.
New food processing technologies
  1. - Processed and ultra-processed foods
  2. - Food additives and processing aids
  3. - Gene engineering of foods
  4. - Nanonutrients
  5. - “Impossible” foods
Digital solutions for dietary management
  1. - Apps for personal nutrition management
  2. - Food and IoT
  3. - Diet tracking, meal planning, population assessment tools
  4. - Nutrition platforms
  5. - Digital nutrition

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

The goal of this course is to introduce basic elements of the optimal nutrition – multi-disciplinary, multi-dimensional concept, and help students find the balance between their physiological individual requirements and food consumed daily.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • Optimal nutrition as a science-based approach helping them in managing their personal diets
  • Nutriom – the set of essential nutrients required for normal functioning of body’s systems, organs, and tissues
  • Principles of dietary management under budget constrain
  • Basics of industrial food processing, use of food additives and technological aids
  • Genetic engineering techniques as applied to foods
  • New food technologies, use of nanomaterials
  • Trends in development of digital tools used in the personalized nutrition

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • Understand how to read food labels and where to find nutrition information
  • Understand how to construct personal diet under limited financial resources
  • Understand current food technology and processing methods
  • Understand trends in digital solutions used in personalized nutrition.

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • Apply nutrition principles in evaluating their personal energy intakes and expenditures
  • Demonstrate and use basic knowledge of nutriom and its essential components in their dietary choices
  • Conduct self-assessment of risks and opportunities of personal dietary behaviour
  • Design personal diet and propose an optimal dietary tracking tool

Grading

Course grading range

Grade Range Description of performance
A. Excellent 90-100 -
B. Good 75-89 -
C. Satisfactory 60-74 -
D. Poor 0-59 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Homework 1 30
Homework 2 30
Final test 40

Recommendations for students on how to succeed in the course

Resources, literature and reference materials

Open access resources

  • Food and Nutrition Economics. Fundamentals for Health Sciences. George C. Davis and Elena L.Serrano, 2016, Oxford

Closed access resources

Software and tools used within the course

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Activities within each section
Learning Activities Section 1 Section 2 Section 3 Section 4 Section 5
Homework and group projects 1 1 1 0 0
Oral polls 1 0 0 0 0
Testing (written or computer based) 0 0 0 1 1

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
Question (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. 1

Section 2

Activity Type Content Is Graded?
Question (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. 1

Section 3

Activity Type Content Is Graded?
Question (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. 1

Section 4

Activity Type Content Is Graded?
Question (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. 1

Section 5

Activity Type Content Is Graded?
Question (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. 1

Final assessment

Section 1

  1. (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
  2. 1. Building a personal physical activity profile (based on compendium of physical activity)

Section 2

  1. (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
  2. 1. Measuring calories and essential nutrient intake. 7-day diet design.

Section 3

  1. (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)
  2. 1. Constructing indifference curve.

Section 4

  1. (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)

Section 5

  1. (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.)

The retake exam

Section 1

Section 2

Section 3

Section 4

Section 5

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