Wirte for me choice 4 of 7 around 500word each

Throughout the journal activities, students are instructed to reflect on their experience in class, or on their own personal experiences. The following may assist you in how to approach and write a reflection piece. In a reflection, we think about what the situation/issue is, how has it impacted you (including how it made you feel), and (importantly), are there learnings from this that you can take forward to future situations (maybe your study, your job, your future career). Week 1 – Reflection on your holistic wellbeing In this journal activity, reflect on your holistic wellbeing throughout the break, and how coming back to university in this first week may have shifted this wellbeing. Use the 4 pillars of the Te Whare Tapa Wha model presented in class to structure your piece. Briefly describe at least 2 of the pillars of wellbeing which you feel are most relevant to you individually, giving personal examples. As wellbeing is wider than an individual responsibility, briefly describe opportunities that you see where the university/future workplace/wider community/government could support your wellbeing as a student, or in your future culinary career, or other career, around these pillars. (Minimum 1 reference to be used). Please note you can choose another journal activity if you would prefer not to discuss wellbeing in relation to your personal experience. Week 2 – The magic in food: Phytochemicals Access the supplementary reading book (How to Eat – Wong) from the city library (this book is available as a Short-Term loan for 2 hours). Read pages 28/29, 46-48 and answer the following questions. Discuss how the phytochemicals in tomatoes and carrots have been linked with chronic diseases. Which types of the following foods have the highest number of phytochemicals – potatoes or sweet potato? Read p29 and discuss how including cheese in a dish of potatoes affects the number of phytochemicals absorbed. Which recipe in this section appealed to you? Why? Comment on the foods you currently eat which are rich in phytochemicals. Give some practical examples how you may increase the number of phytochemical-rich foods in your weekly intake. Week 3 – Understanding food literacy Review the food literacy model discussed in class (access it in the PowerPoint slides). Think about the statement in the centre of the model: “A healthy, safe, affordable, tasty meal on the table that I made, that makes me feel good”. Describe how you rate your own food literacy. In answering the question, reflect on what aspects in your environment (as depicted in the model) have contributed to your own food literacy. Use personal examples to illustrate your reflections. Briefly discuss some practical changes you could make to improve your own food literacy, and how this might impact your nutritional intake. Week 4 – Fermentation, fibre and the gut Reflect on the topics of fermentation, fibre and gut health as presented in class, using these questions as a guide. How did the class content and resources relate to your experiences or those of your family / friends / workplace? How has this class expanded your knowledge and understanding of fibre and fermented foods? How has this affected your current practices, you’re eating habits or food you consume? How could it affect your practice in your future culinary workplace, or for non-culinary students, how you see it impacting your future career? (Minimum 2 references) Week 5 – Comparing our modern food environment to yesteryear Interview an older person (65+ years) about their food experiences as a child and teenager. Share what you discovered in this journal piece and discuss the following questions. Briefly outline the foods this older person most commonly ate as a child/teenager. Discuss the differences between the older person and yourself – the types of foods eaten, where food is eaten, with whom food is eaten, who prepares the food, the time-of-day food is eaten, etc. Discuss how these differences may be related to the current health statistics here in New Zealand. Comment on whether you think it is possible to eat the same way your older adult ate in our modern food environment. Finally, share what was the biggest thing you learnt from your interview. (minimum 1 reference, around health statistics) Week 6 – Health star rating (HSR): “Exploring the stars on the front of your food packets” Choose 2 packaged foods from your pantry or the supermarket which have a Health Star Rating. Read the labels on the products and answer the following questions: Name the products and the Health Star Rating, including photos. Discuss why you chose these products. Describe why this product has the number of stars in their HSR, using the nutritional content (from the Nutrition Information Panel). There may be nutrients which are significantly different between the 2 products which may be contributing to the HSR. Reflect how you perceived this Health Star Rating when you first saw it on this product, and how this perception may have changed after learning about Health Star Rating and food politics in class. (Minimum 1 reference). Week 7 - Food allergy Reflect on the topic of food allergy as presented in class. Write this journal piece using the questions below. How has this class expanded your knowledge and understanding of food allergies, and around coeliac disease? You may have had experience of food allergy with yourself / family / friends / workplace, discuss how the knowledge from this class has impacted your views of your experiences and things you may change in the future? For those working in the hospitality and culinary industries, discuss how your increased knowledge could affect your practices in your workplace? For non-culinary students, discuss how your increased knowledge could impact your future life? (Minimum 1 reference)