⌛ Explain The Importance Of Good Nutrition And Hydration In Maintaining Health And Wellbeing

Sunday, September 19, 2021 7:20:44 AM

Explain The Importance Of Good Nutrition And Hydration In Maintaining Health And Wellbeing



However, there are a few exceptions to this rule. Explain the importance of good nutrition and hydration in maintaining health and wellbeing, now, are on average 26 explain the importance of good nutrition and hydration in maintaining health and wellbeing heavier than they were in the s. Tolerance of Heat-treated kiwi by children with kiwifruit allergy. Juliet Ansell 2 Zespri International Ltd. Physicians specialize in the treatment of diseases, not preventive medicine or Australian Health Care Standards.

Nutrition and Hydration in the Elderly

This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan. This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.

Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review. As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.

Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning. Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements. You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent.

The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge. The assessment tool for this unit should be completed within the specified time period following the delivery of the unit.

If you feel you are not yet ready for assessment, discuss this with your trainer and assessor. To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances. The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:. Skills must have been demonstrated in a relevant workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Where simulation is used it must reflect real working conditions and contingencies by modeling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:. Dominant religion may regard other religions as cults rather than official religions however people of any religion have a right to respect.

The following points may assist you to become sensitive to different religious practices:. It also requires you to support the client to access appropriate equipment and resources to allow them to participate meaningfully in festive and ceremonial observances. It is important that you are able to demonstrate cultural sensitivity in communication practices. This means recognising and responding effectively to cultural differences when you communicate with others. There are a number of strategies you may use to demonstrate cultural sensitivity in communication practices:. This ensures that health services deliver their messages in ways which are most likely to have a positive impact on the client groups they service.

This increases the client's comfort with the communication process, and improves the likelihood that they will communicate openly with you. This demonstrates respect for the client's cultural preferences, and again increases their comfort in engaging with the service. This not only has a negative effect on communication often resulting in complete communication breakdowns , but it also further disempowers vulnerable groups of people.

Monitoring and reflecting on your own actions in the workplace to ensure your cultural values are not imposed on others during communication and interaction. Modesty and privacy are fundamental rights of all people. Modesty is just as important — particularly for clients who require assistance with activities of daily living. Privacy is a basic right for all humans. We like to have our privacy, and so do our residents and clients.

Each person is different and what might be 'personal' to one person may not be to another. For example a resident or client may be trying to do something they have trouble with, like eating, and prefer to be in a private place, so they feel they are not being watched by everyone in the room. Whereas another resident or client may feel encouraged by seeing others struggle with the same tasks, and feel that being with a group makes things more fun. Therefore, it is important to know our individual resident or client's personal needs and wishes. This information should be outlined in their individualised care plan.

It is then the care workers role to ensure that dignity is respected by giving them the privacy they require. In a residential facility or a client's home it is important to consider the following:. Maintain the personal dignity of the resident or client. If the person is overcome with emotion, do all you can to retain their privacy and dignity. Do not touch a resident's or client's personal property without permission. Some people may see this breach of their space as touching them without permission. Ask the resident or client for permission before you open their drawers, cupboards or wardrobes. For example, clients of certain cultures may require that parts of their body remain covered or that they are only bathed by same-sex carers, for example.

The most important thing is that everyone feels accepted and welcome and that no-one is discriminated against or made to feel insecure when in your care. From the discussion above, it is clear that you should avoid imposing your own values and attitudes regarding sexuality on others, including your clients. Your own values may not be consistent with those of your client, and if you impose these conflicting values on your client this can cause them problems — including psychological harm. Reflect on the following information:. As human beings, we all have our own values, beliefs and attitudes that we have developed throughout the course of our lives.

Our family, friends, community and the experiences we have had all contribute to our sense of who we are and how we view the world. If, as community services workers, we are to provide a service that meets the needs of our target groups and helps them to feel empowered, we need to be aware of our own personal values, beliefs and attitudes and be prepared to adopt the professional values of our industry—and not impose our own ideas on our clients.

In some cases, you may find you have strong values and attitudes regarding sexuality which conflict with your capacity to provide the best care and support to a particular client. If this is the case, you must raise this issue promptly with your manager. You can then work with your manager to develop a plan of action to enable you to respond effectively to this problem; this might involve you seeking supportive counselling or being rostered so that you do not work with the client in question, etc.

How you modify or adapt activities ultimately depends on the types of activities you provide and the specific needs of the clients with whom you work. Similarly, when delivering an arts-and-crafts activity you may need to provide non-toxic paints and glues to protect the safety of intellectually impaired clients who may inadvertently consume these items. If you are running a sing-along for elderly clients, you may need to consider the volume of the music for those who are hearing impaired.

These are just some of many thousands of different examples! Whenever you modify or adapt an activity, it is important that you report this to an appropriate person. Expression of identity and sexuality may include:. Read the following about the importance of sexuality to people — including, in this example, people with an intellectual disability:. Sexuality is a key part of human nature. People with intellectual disability experience the same range of sexual thoughts, attitudes, feelings, desires, fantasies and activities as everyone else… Sexuality has psychological, biological and social aspects and is influenced by individual values and attitudes…. Healthy self-esteem and respect for self and others are important factors in developing positive sexuality.

Most people with intellectual disability can have rewarding personal relationships. However, some may need additional support to develop relationships, explore and express their sexuality and access sexual health information and services. Read through the following examples relating to a client with an intellectual disability:. Supporting a client to express their sexuality is an important aspect of your role. But how can you do so in ways that are both legal and meaningful? All people access a wide variety of support and materials to meet their individual needs. Sexuality is just one of many life areas where people may seek such support.

The role of support workers is to provide assistance, where needed, so people with a disability can experience the same life opportunities as other people. As part of their role, support workers are expected to be able to respond to sexuality and sexual health issues by:. This may include helping people access information and services or attend appointments. It is essential that you find a suitable balance between supporting a person to express their sexuality and remaining within the boundaries of your legal obligations to your client. Read the following:. One problem is that third or fourth parties may have to be involved if people cannot even undress themselves or get into bed without assistance.

And that is where barriers like official policies can come into play. That means options are extremely limited. As noted above, it is essential that you find a suitable balance between supporting a person to express their sexuality and remaining within the boundaries of your legal obligations to your client. Ensure you seek support from your supervisor or manager where required.

Culturally appropriate spiritual support assists care recipients to express their unique spirituality in an open and non-judgemental environment by helping them to maintain important practices, beliefs and networks. Identifying current and desired practices and beliefs will assist you to meet the needs of your care recipients from culturally and linguistically diverse backgrounds; simply asking to which religion a person belongs does not adequately determine spiritual needs.

The religious beliefs of some of your care recipients may require strict adherence to ritual and influence all aspects of their daily life. The needs of your care recipients may also change over time; some people may become more aware of and interested in spiritual matters, perhaps for the first time in their lives. Regular reviews of your care recipients' spiritual needs will ensure the support you provide is relevant to their needs. In order for the client to make appropriate decisions about the care and services, they require, workers should assist them to identify their own strengths, and realise what their capacity might be. By supporting the individual in this way, it is possible for them to assess what their level of independence may be. However, if the client is already accessing a service, it is pertinent that an assessment be performed to determine their capabilities.

Identification of strengths and capacity may include:. In order to exercise choice and maximise independence, people require access to accurate information that will help them manage their own lives, understand their options and engage with and actively participate in their community. Advocacy services are designed to actively assist people in the decision-making process. Advocates listen to the goals of the client, and aim to help them to identify ways they can maintain and increase their independence, and confidence to represent their own best interests. By assisting the client to recognise their strengths and capacities, you will be assisting them to establish goals that are realistic and attainable.

As part of your role within your organisation, you may be involved both the designing of their individualised plan, along with accessing and linking the client with the services they require according to their plan. Each of us has areas of ability and other areas of function that we find difficult. The way that a person functions in their life will depend on many factors. Factors that may influence the strengths and capabilities of the client may include:. Workers need to be able to effectively assess and interpret the strengths and abilities of the clients they are supporting.

Strength may be defined as the ability to cope with difficulties, to effectively function under stressful conditions, the ability to bounce back from stressful situations, to accept challenging situations as an opportunity for personal growth as and to use social supports as a source of resilience. The Strength, however, is more complex than just how the individual reacts to vulnerable situations. It is also important to note that a person who is vulnerable is not necessarily weak. For example, a person who is experiencing a significant crisis in their life such as the death of a loved one may be vulnerable, particularly in the period closely following the event.

This does not imply that they are weak, but may require some assistance in developing the necessary coping mechanisms. Part of the role of the community services worker is to assist the client in recognising their strengths and capabilities so that they may be better equipped to face the challenges of life. As discussed above, an important part of enabling your clients to access and engage with social networks is to provide them with information on the networks and activities available to them. The types of networks available to your clients may include:.

To be able to provide information to your clients on the activities available to them, it is important that you are aware of the activities available in your local community including both existing and new activities, as they occur. Networking — that is, engaging — with other professionals in the community services and in related fields — is important in this respect, as this will provide you with valuable information on events and services which might be suitable for your clients.

The client has the power to determine the direction that their care takes. Those providing support services should not presume what direction their care will take. As it is the older person who makes the ultimate decision regarding the provision of their care and services, they are the person who is providing direction to the support worker. Whilst the support person can provide the client with information and suggestions which they feel may be beneficial to their care, the older person has the right to refuse these suggestions and choose the path they wish to take.

They may wish to determine their ongoing care on a daily basis or institute planning for their needs in the future. Providing information to the older client, may assist them in making decisions about how they may improve their lifestyle. The information needs to be relevant to their needs and lifestyle, how improvements might be made, and should identify the services which could be of assistance to them in meeting their needs. This information may be in relation to issues such as the provision of health care services, equipment which might be beneficial to them, financial services or perhaps referrals that might provide them with the further information they need. Providing this information enable the individual to gain a better sense of control over their life.

If the older person is not given the responsibility of directing their care then there is a risk that they will become compliant with the direction of the person or organisation providing the services. Subsequently, this can negatively impact upon their independence. In this situation the provision of care and services is directed by the provider and the older person risks losing their sense of empowerment. Whilst the support worker may be compliant with respect to the provision of care and services, the overall effect may be detrimental to the older person in that they can become reliant on others making decisions for them. There may be compliance issues arise when the support worker who is in a position of influence promotes what they see as being beneficial to the client.

If the worker promotes their ideas in such a way that they are perceived to be insistent of intimidating to the older person, then this may result in the older person feeling disempowered and having to do what they are told. A more appropriate way of approaching the client regarding the way in which they utilise a particular service would be to explain not only what services are available to them but how they might be beneficial. If the support worker identifies the need for an intervention which will be of benefit to the client, and the client subsequently refuses, then there should be supporting documentation outlining the refusal as well as the reasoning behind the refusal. Instances of non-compliance without the appropriate supporting reasoning can sometimes be viewed as the client being merely obstinate or irrational.

Providing the reasoning behind their choice to refuse the implementation of services can assist in validating their decision. The older person may wish to consult with an advocate before making a decision based on the suggestions of a support worker. Advocacy services support people to actively participate in decision-making processes and conversations that impact on their lives. Advocates will listen and act in the best interests of the individual and support people with the aim to increase independence and confidence to represent their own interests, and help them to be aware of the different ways they can have a say.

Whilst an older person may still be able to attend to most or all of their activities of daily living, as they age, they may find it necessary to adapt their lifestyle and perform the tasks with which they are familiar differently to what they have been used to. The client may indeed experience difficulties in adapting to the changes both physically and psychologically, and the support worker can be instrumental in helping them to make the necessary modifications and adaptations necessary to maintain their independence. The type of modifications and adaptations that they might encounter may be associated with the use of new or replacement of old equipment, changes in their behaviour related to the state of their health, learning new ways to do things, or possibly engaging I the use of extra support services in order to meet their needs.

Once the changing needs of the client have been identified, the next step is to seek out the relevant sources that might be able to provide the required assistance. If the assistance seems to be relevant to the needs of the client, then they can then be presented with the information that may address their needs and then make an informed decision about the changes that they might need to make. After being assessed the support worker might suggest to the client that there are mechanisms available such as stairlifts to assist them, or possibly they might consider transferring to different premises, where movement around their environment would require considerably less exertion. The client in this situation may choose one of the possible alternatives that have been suggested, or elect to reject them entirely.

It is important to note, that such changes are significant in the life of the individual, both from a financial perspective, as well as having to deal with a major change in their environment. Regardless of the scenario, support workers need to assist the client in making the changes they need to maintain their independence. When doing so, it is necessary for the worker to us the communication techniques necessary for the older person to understand the information provided. Once the information has been provided, it is important to follow up with the client, particularly if no changes have been instituted. The client may have the need for further information before making a decision, or they may well decide to take no action. Whatever decisions they make, it is important that they receive the appropriate information they need.

The extent to which the older person is able to maintain their environment is largely dependent on the state of their physical well-being. However, consideration should also be given to their psychological and emotional state. Whilst there may come a time in their life when the older person is no longer able to manage their environment by themselves, they may still have the capacity to live at home if they are provided with assistance to deal with the tasks that they find more challenging. In order to maintain their independence as much as possible, and remain in the home environment, providing them with information about the services available to them enables the client to seek out the necessary services they need.

This process in itself is empowering for the older person. Not only are they making decisions about their lifestyle, but they are also engaging with other members of the community when they. Communicating this to the client is likely to boost their self-esteem, particularly if they are feeling emotionally vulnerable as a result of realising that they may require assistance in other aspects of their lives. Another way that the client can elevate their self-esteem is knowing that they have the capacity and ability to delegate tasks to others who are providing them with assistance. Recognise areas where the older person requires assistance. By communicating appropriately with the person, you can help them to identify areas in which they feel that they might need assistance.

Reinforce to the client that they still have the power to make the decision about what services they see as being as beneficial to them. This too will help them maintain a sense of empowerment. It may be that the assistance required is only minimal, or that the support services they engage will be infrequent, thus not encroaching excessively on their privacy. This enables the older person to see that whilst they are receiving some assistance; they are still able to function independently in many other areas of their life.

It is important to develop a plan that identifies how the maintenance of the environment is to happen. Throughout the establishment of the plan, the older person should be continuously consulted so that they have a sense of involvement, and that they have the ultimate control over their environment. Regardless of the environment in which they live, the older person needs to feel that they are secure and safe in their living situation. They should feel secure in the knowledge that they are able to move around in their surroundings without feeling that they are vulnerable to harm. Older people, particularly those who live at home alone, may sometimes feel that they are easy targets for criminal activity such as violence and robbery.

When working with older people it is important to try and establish a sense of security and confidence so that they may maintain their sense of confidence and empowerment. The client needs to feel that they have a sense of control over their security and that they have the ability to use strategies to protect their well-being. The strengths of others and how they contribute to positive outcomes, such as games and physical activities ACPPS Physical activities that can take place in natural and built settings in the local community ACPPS Ways to maintain a balanced position while performing various skills, such as throwing or running ACPMP At Standard, students identify what constitutes an emergency or unsafe situation and apply a range of appropriate strategies to access help, in order to keep healthy and safe.

While interacting with others, students provide a suitable response to encourage positive behaviour which could include using manners, positive language or praise. At Standard, students perform a number of fundamental movement skills, including body management, locomotor and object control skills. They apply these skills when they participate in simple games or physical activities. Students provide a simple description of the physical changes to their body when they are physically active. They follow rules, participate cooperatively and demonstrate fair play in simple games and physical activities.

In Year 2, the content supports students to make decisions that enhance and promote personal health and wellbeing. Students focus on becoming more aware of their personal identity and how their social interactions and relationships change over time. They explore a variety of strategies and behaviours to keep safe and healthy. Students further develop social skills, becoming aware of the feelings of others in different situations and demonstrating positive ways to respond, such as including peers in activities.

Opportunities are provided to further explore health messages in the media and the ways they influence a healthy, active lifestyle. Students broaden the range and complexity of fundamental movement skills practised, and gain confidence in applying skills in game situations. Through active participation, they continue to explore changes to the body during exercise, and develop personal and social skills to cooperate with, and include, others in physical activities. They are provided with opportunities to work collaboratively, and develop skills to make positive choices and play fairly with others in physical activity challenges.

Ways health messages are communicated in the media and how they can influence personal health choices, such as 'slip, slop, slap' ACPPS At Standard, students list appropriate strategies and behaviours, and outline how they promote health, safety and wellbeing related to personal health practices, such as drinking enough water and getting sufficient sleep each night. Students interpret the feelings of others and provide a suitable strategy to respond to them, such as including classmates in activities or games.

They apply a combination of these skills when they participate in simple games or physical activities. Students describe ways their body reacts and the positive feelings they have when participating in physical activity. They demonstrate positive ways to interact with others in games and describe why rules and fair play are important. In Year 3, the content further develops students' knowledge, understanding and skills in relation to their health, wellbeing and safety. Opportunities are provided for students to explore and strengthen their personal identity and broaden their understanding of physical, social and emotional changes as they grow older. Students practise skills and strategies to promote positive relationships, and interpret the accuracy of health information communicated in the media and online environments.

Students continue to build on previous learning and develop greater proficiency across the range of fundamental movement skills. They combine skills to create cohesive movement patterns and sequences, and develop strategies that support them to achieve physical activity goals. Students are introduced to the benefits of regular physical activity and the impact on health and wellbeing. They also focus on developing personal and social skills, such as cooperation, which support inclusive practices.

Basic rules in a variety of physical activities and ways in which they keep activities safe and fair ACPMP At Standard, students identify appropriate actions and behaviours, including those used in daily routines that promote health, safety and wellbeing. Students describe how emotional responses vary in different situations, and behaviours that support positive relationships, such as the ability to show empathy and respect for others. At Standard, students perform a variety of fundamental movement skills, including locomotor and object control skills, and combine these with simple tactics when participating in physical activities and minor games to achieve an intended outcome.

Students describe the benefits of regular physical activity and fitness to health and wellbeing, including maintenance of a healthy weight and prevention of some diseases. In physical activities and minor games, they apply strategies for working cooperatively, and follow basic rules to ensure activities are safe and fair. In Year 4, the content provides opportunities for students to focus on personal, social and emotional factors that contribute to becoming persistent and resilient.

Students learn about specific strategies to promote personal, social and emotional health and wellbeing, and positive relationships. They develop ways to foster respect and empathy. Students focus on developing greater proficiency of movement across a range of skills and apply these with confidence and competence to a variety of physical activities. They continue to combine skills to create movement patterns and apply strategies to achieve successful outcomes, or solve movement challenges. They broaden their knowledge of the benefits of regular physical activity in relation to health and wellbeing. Students are taught to include others in all activities and how to recognise the consequences of personal and team actions, responding appropriately to ensure fair participation for all.

Use of persistence and resilience as tools to respond positively to challenges and failure, such as:. Strategies that help individuals to manage the impact of physical, social and emotional changes, such as:. Personal behaviours and strategies to remain safe in uncomfortable or unsafe situations, such as:. Ways in which health information and messages can influence health decisions and behaviours ACPPS At Standard, students identify personal behaviours that promote health, safety and wellbeing in unsafe or uncomfortable situations. They know where to go or who to speak with to get help in a variety of different environments, including at home and at school.

Students explain behaviours which convey respect and empathy and contribute to positive relationships. They interpret health information and messages, and discuss ways these can influence health decisions and behaviours. At Standard, students perform a variety of fundamental movement skills, including locomotor and object control skills, and combine them with simple tactics when participating in physical activities and minor games to solve movement challenges. They improve their performance in a variety of contexts through the application of previously learned skills. Students describe the benefits of participating in regular physical activity, including improved sleep and social contact.

In physical activities and minor games, they apply strategies for working cooperatively and follow basic rules to ensure safety and fairness for all. In Year 5, the content provides students with the opportunity to focus on the influence of emotional responses on relationships and to develop skills and strategies to manage changing relationships occurring at key transition points in their lives. They learn about ways they can take action to promote safe and healthy lifestyle practices in a range of contexts. They also focus on the importance of preventive measures to enhance their own health and promote a healthy lifestyle. Students develop and refine greater proficiency across a range of specialised movement skills, strategies and tactics. They focus on improving awareness of body position in relation to objects, other people and space, and assess how this can help them to successfully achieve movement outcomes or goals.

Students examine the different roles and responsibilities associated with physical activity participation, and continue to apply ethical behaviour that is consistent with promoting fair play and championing appropriate sporting conduct. Preventive health measures that promote and maintain an individual's health, safety and wellbeing, such as:. Linking of fundamental movement skills to specific skills used in organised games, sports and activities, such as linking throwing to basketball passing and shooting ACPMP ; ACPMP Benefits of regular physical activity and physical fitness to physical, mental and emotional wellbeing:.

Manipulation and modification of the elements of effort, space, time, objects and people, and their effects on movement skills ACPMP At Standard, students identify practical strategies for promoting a healthy lifestyle and adapting to changing situations that occur as they grow and mature. They identify emotional responses appropriate to different situations and apply skills and strategies to manage relationships over time. At Standard, students perform a variety of refined fundamental movement skills. They implement simple tactics in physical activity and game contexts and respond to challenges involving people, objects and space to achieve an intended outcome.

Students explain some of the benefits of regular physical activity and maintaining physical fitness in relation to physical, mental and emotional wellbeing. They identify the effects on movement skills when effort, space, time, objects and people are manipulated. In Year 6, the content provides students with the opportunity to refine and further develop skills and strategies to promote a healthy lifestyle including those that focus on minimising and managing conflict and building self-esteem to support healthy relationships.

Students are provided with opportunities to develop skills in accessing reliable and up-to-date information, and continue to explore ways they can manage negative health influences and pursue a healthy lifestyle. Students refine, consolidate and develop greater proficiency across a range of specialised skills, strategies and tactics in game situations and movement challenges.

They focus on improving skill selection and awareness of body position in relation to objects, other people and space, in offensive and defensive contexts. Students develop and refine interpersonal skills that support them to adopt different roles and responsibilities and perform these with competence and confidence. They are encouraged to further develop leadership roles in team situations, with a focus on sound ethical conduct and the application of a broad knowledge of sport-specific rules.

Strategies and resources to understand and manage the changes and transitions associated with puberty, such as:. Preventive health measures that can promote and maintain community health, safety and wellbeing, such as:. The manipulation and modification of the elements of effort, space, time, objects and people, and their effects on movement skills ACPMP Modification of rules and scoring systems in physical activities to create a more inclusive game and fairer contest ACPMP At Standard, students describe strategies that promote a healthy lifestyle and use them in a range of contexts.

They identify and apply criteria to assess the credibility of different sources of health information. Students describe skills and strategies to establish and manage positive relationships, such as using active listening and accepting differences. They identify their own emotions and how they impact on decision-making in various contexts, and provide appropriate strategies to manage these emotions. At Standard, students perform a variety of refined fundamental movement skills and adapt them to move effectively in physical activity or game contexts. They implement simple tactics in response to challenges involving people, objects and space to achieve an intended outcome. Students explain the benefits of regular physical activity and fitness to health and wellbeing.

They provide a simple explanation of the effects of manipulating effort, space, time, objects and people on performance. They encourage others and are able to negotiate and deal with conflicts to achieve a positive outcome. In Year 7, the content expands students' knowledge, understanding and skills to help them achieve successful outcomes in personal, social, movement and online situations. They learn how to take positive action to enhance their health, safety and wellbeing by applying problem-solving and effective communication skills, and through a range of preventive health practices.

Students continue to develop and refine specialised movement skills and focus on developing tactical thinking skills in a range of contexts and applying them to physical activities. They have opportunities to analyse their own and others' performance using feedback to improve body control and coordination. They learn about health-related and skill-related components of fitness and the types of activities that improve individual aspects of fitness.

The application of fair play and ethical behaviour continues to be a focus for students as they consider modified rules, scoring systems and equipment, which allows participants to enjoy physical activities and experience success. They begin to link activities and processes to the improvement of health and fitness. Feelings and emotions associated with transitions; and practising self-talk and help-seeking strategies to manage these transitions ACPPS Health and social benefits of physical activity and recreational pursuits in natural and outdoor settings ACPPS Communication skills that support and enhance team cohesion, such as body language and listening skills ACPMP Students identify the health and social benefits of physical activity and associate the importance of physical activity as a preventive health strategy.

Students apply appropriate protocols in face-to-face and online interactions and understand the importance of positive relationships on health and wellbeing. At Standard, students perform movement skills and sequences in selected sport or physical activity contexts with improving accuracy and efficiency. They implement simple tactics in order to achieve the intended outcome in competitive contexts. Students describe how physical activity can improve elements of health and fitness. When participating in a variety of sports or physical activities, they demonstrate ethical behaviour and communicate to assist team cohesion and the achievement of an intended outcome. In Year 8, the content provides opportunities for students to further examine changes to their identity and ways to manage them.

They continue to develop and refine decision-making skills and apply them to a range of situations, as well as in online environments. They investigate health-promotion activities that aim to improve the health and wellbeing of young people and continue to develop critical health literacy skills, including the ability to distinguish between credible and less credible sources of health information. Students continue to broaden their repertoire of specialised movement skills and knowledge of sophisticated tactical thinking skills, and apply these to an expanding array of physical activity contexts.

They build on skills to analyse their own and others' performance and use basic terminology and concepts to describe movement patterns and suggest ways to improve performance outcomes. Students continue to reflect on, and refine, personal and social skills that support inclusive participation and fair play, and contribute to positive team cohesion. Skills and strategies to promote physical and mental health, safety and wellbeing in various environments, such as:.

The impact bullying and harassment can have on relationships, including online relationships, and the health and wellbeing of themselves and others ACPPS Sources of health information that can support people who are going through a challenging time ACPPS Health promotion activities which target relevant heath issues for young people and ways to prevent them ACPPS Strategic skills and tactical skills used to create, use and defend space, such as altering body positions and applying specific tactics ACPMP Modification of rules, equipment or scoring systems to allow for fair play, safety and inclusion of all participants ACPMP At Standard, students perform a variety of individual movement skills and sequences demonstrating improved control, accuracy and efficiency in their performance.

In competitive contexts, they implement a variety of tactics to achieve an intended outcome. Students provide simple descriptions of how to measure heart rate and breathing rate in response to changes in physical activity. They use simple terms to describe linear, angular and general motion when reflecting on ways to improve performance outcomes. When faced with movement challenges, they select and implement simple tactical responses to achieve an intended outcome.

In Year 9, the content provides for students to broaden their knowledge of the factors that shape their personal identity and the health and wellbeing of others. They further develop their ability to make informed decisions, taking into consideration the influence of external factors on their behaviour and their capacity to achieve a healthy lifestyle. They continue to develop knowledge, skills and understandings in relation to respectful relationships. With a focus on relationship skills that promote positive interactions, and manage conflict. Students focus on elements of speed and accuracy in different movement environments, while continuing to develop the efficiency of specialised movement skills.

They explore ways to evaluate their own and others' performances through analysis of skills and movement patterns using basic biomechanical concepts. They transfer previous knowledge of outcomes in movement situations to inform and refine skills, strategies and tactics to maximise success. Opportunities are provided for students to refine and consolidate skills and strategies for effective leadership and teamwork, and consistently apply ethical behaviour across a range of movement contexts.

Impact of external influences on the ability of adolescents to make healthy and safe choices relating to:. Strategies for managing emotional responses and resolving conflict in a family, social or online environment ACPPS Characteristics of fair play and application of fair and ethical behaviour in physical activity ACPMP At Standard, students identify and apply relevant criteria to determine reliability of online health information and whether it is suitable for use in a particular context. Students evaluate a range of characteristics of respectful relationships, such as showing respect for self and others, and personal differences and opinions.

They describe and apply appropriate skills and strategies to resolve and manage conflict within different environments. At Standard, students select and use individual movement skills and sequences that increase in complexity and perform them with increased speed, control and improved accuracy. Treatment will depend on those causes, but most frequently will include folic acid supplements along with healthy dietary and lifestyle changes. Since the beginning of time, humans have used food to prevent or cure disease, long before they had any knowledge of what we now call nutrition.

Scourges like rickets, scurvy and beriberi were eventually eradicated with diets that provided the necessary nutrients to stay healthy. Among the most critically important nutrients - then and now - was iron. Iron makes hemoglobin, the red substance in the blood that carries oxygen. Necessary for growth, development and normal cell functioning, iron is not only essential for good health, but for life itself. A second compound, myoglobin, grabs the iron from the hemoglobin and stores it in the muscles, allowing the muscles to function properly. In addition, iron carries carbon dioxide to the lungs, which we expel as we exhale.

Iron is also part of the chemical makeup of several vital enzymes and proteins, playing a major role in energy metabolism. How well the body absorbs iron depends on several variables, including whether there is sufficient vitamin C used in the absorption process, the presence of calcium that can interfere with absorption, and certain health conditions. In adults, iron loss can result from peptic ulcer, hiatal hernia, diverticulitis, cancer, and even normal monthly menstrual cycles if excessive amounts of blood are lost. More common in developing countries, it usually results from pathogens and blood loss from parasites. Marginal deficiency in which iron stores are depleted, but hemoglobin levels are still within normal range.

Iron stores are exhausted with declines in hematocrit and hemoglobin levels. Anemia can follow, characterized by small red cells and low hemoglobin concentrations. Any of these symptoms can appear before a blood test confirms a lack of iron, especially in children. Keep in mind, however, that iron deficiency is uncommon in the U. Iron levels also change constantly, depending on food intake and activity level.

Though iron deficiencies occur throughout populations mostly in developing countries, some groups of people everywhere are more at risk than others. For example, one study from the CDC reported that a surprising number of women 50 and older have an iron deficiency. Infants and young children — due to rapid growth, infants need an adequate amount of iron for normal development. Frequent blood donors — donations are allowed every eight weeks, which can cause depletion of iron. Cancer patients — especially those with colon cancer; primarily due to blood loss. Those with gastrointestinal disorders — due to dietary restrictions, blood loss or iron malabsorption.

People with heart failure — about 60 percent of patients with chronic heart failure have an iron deficiency due to poor nutrition, malabsorption or medications. A Recommended Dietary Allowance RDA is defined as the average daily level of intake sufficient to meet the nutrient requirements of nearly all healthy individuals. The RDAs for vegetarians have been adjusted at 1.

While the U. Infants, birth to six months: 0. When it does occur, iron overload increases the risk of cardiovascular disease and cancer, particularly of the colon. Excess iron bonds with free radicals, which can damage cells. Acute short-term intake of more than 20 mg of iron from supplements or medication can lead to gastric problems, including constipation, nausea and stomach pain, vomiting and faintness. There is a disease, hemochromatosis, caused by a mutation in a specific gene that is associated with the buildup of iron. About one in ten Caucasians carry the mutation but those who develop the condition are far fewer.

Without treatment, people with hereditary hemochromatosis can develop signs of iron toxicity, causing damage to the liver, heart and pancreas. Experts disagree on this topic, with some saying it depends on lifestyle and environment. Factors to consider are stress, pollution, eating habits and exposure to secondhand smoke as variables that can affect your overall health. Can you meet all of your nutritional needs through diet alone? Consider an iron-free version if you already have an adequate amount of iron in your diet. There is only a marginal add-on of iron to the body when food is cooked in cast-iron skillets and other iron cookware.

Diagnosis of abnormal iron levels is typically done by an evaluation of symptoms and the use of several blood tests. Abnormal CBC results often prompt more testing, which may include a serum iron test, which directly measures iron levels in the bloodstream, and a serum ferritin test that measures levels of iron stored in the body, among others. Treatment varies widely according to the underlying causes of high or low iron levels, and success often depends largely on identifying and treating those underlying conditions. Celiac Disease is an autoimmune disorder that results from the inability to digest gluten, a compound found in grains that include wheat, barley and rye.

In people with celiac, undigested gluten causes an abnormal immune system response that can damage to the lining of the small intestine. Celiac disease is a genetic condition that affects three million Americans. Definitive diagnosis of the disease, which is done through blood testing and gastrointestinal screening, is important to help guide treatment. It affects the body's immune system, causing it to attack the small intestine, damaging the villi that line the intestinal wall.

Villi are tiny, finger like protrusions in the small intestine that are vital to the absorption of nutrients through the intestinal walls into the bloodstream. Damage to these vital structures leads to poor absorption of nutrients and eventually, malnutrition. Some celiac sufferers exhibit lifelong symptoms, while in others, the onset of the disease is triggered by surgery, pregnancy, childbirth, viral infection or periods of severe stress. The type, number and intensity of celiac disease symptoms vary greatly from one affected individual to another. Some with this common disorder display no obvious symptoms, while others suffer severe, debilitating ones.

Adults may display many of the same digestive symptoms as children as well as other common celiac disease symptoms such as:. Untreated celiac disease is associated with a number of long-term health effects. Individuals with celiac disease also have an increased risk of developing other autoimmune diseases, such as:. Celiac disease can also lead to long-term complications, including osteoporosis, anemia and cancers of the esophagus, intestine and lymphatic system. There is just one effective treatment for this condition: a strict gluten free diet. The majority of patients who adhere to such a diet, faithfully, are able to resolve celiac disease symptoms and heal intestinal damage. However, it can be difficult to achieve optimal nutrition on such a diet; so, it is important to seek the assistance of a dietitian to formulating a healthy, well-balanced eating plan.

Individuals who are experiencing celiac disease symptoms should never self-diagnose. A long list of other diseases and health conditions can cause issues that resemble celiac disease symptoms or can coexist with it, requiring more extensive treatment than the dismissal of gluten from the diet. One way for a definitive diagnosis of celiac disease is blood testing that will detect antibodies associated with the condition. The blood test must be performed while you are still exposed to gluten in order to detect gluten antibodies. Individuals who have a family history of celiac disease may choose to be screened for the disorder by means of blood testing, even if no symptoms are present.

For many, celiac is a silent disease, producing no obvious symptoms or very mild ones. While these individuals do not suffer the daily celiac disease symptoms that others do, the small intestine is still progressively damaged by gluten ingestion, and the risk of long-term, sometimes life-threatening complications, is still an issue. Health Testing Centers offer antibody testing for celiac disease screening. Consumers can order tests quickly and easily online and samples are collected at one of convenient LabCorp locations.

In general, we tend to gain weight when we eat more or exercise less; but, what if you're suddenly piling on the pounds without any such changes? If the same dietary and workout habits that have kept you slim and trim for years suddenly aren't working any more, then, this is what is often referred to as unexplained weight gain. The reasons for that weight gain could lie in an undetected medical problem. So, what are the possible medical issues that can cause this problem?

Here we'll go over the top 5 medical reasons for weight gain. Also, commonly called under-active thyroid, this condition occurs when the thyroid gland, located at the base of your neck, fails to make enough of T3 and T4, thyroid hormones that help regulate metabolism. The result is a slowing of the metabolism — or the way your body burns energy. Hypothyroidism is one of the most common medical reasons for weight gain and can cause other symptoms that may include fatigue, muscle weakness and intolerance to cold, among others. A blood test — called a thyroid function test — can detect this very common disorder. This condition occurs when there are chronically high levels of a stress hormone called cortisol in the body. This can be caused by over-active adrenal glands, tumors or medications, such as steroid drugs taken to control asthma, arthritis or lupus.

Cushing's syndrome typically causes weight gain that is most prominent in the face, neck, upper body — especially the upper back — and around the waistline. Measuring the cortisol levels in your blood can detect this metabolic disorder. This condition occurs when the body becomes unable to use insulin as efficiently as it should. Insulin is a hormone that aids the absorption of glucose — sugar — into the body's cells to be burned as energy. Insulin resistance impairs absorption, leaving more glucose circulating in the bloodstream, unavailable to the cells. Deprived of enough energy to function properly, the body reacts by slowing the metabolism to reduce energy needs, which changes the way the body stores fat.

The result is a greater accumulation of body fat, generally in the abdominal area. People who have become insulin resistant typically have higher than normal levels of both insulin and glucose circulating in the bloodstream, indicators that can be detected with diabetes screening tests. Deficiencies in certain nutrients can cause or contribute to unexplained weight gain.

For instance, low levels of vitamin A can inhibit thyroid function, leading to weight gain, and vitamin D deficiency — which is extremely common — has been associated with weight gain. Vitamin D aids the regulation of a number of hormones, including the thyroid hormone, which regulates metabolism, and leptin, which aids in regulating body weight. Other nutritional deficits that can contribute to weight gain are low levels of iron, magnesium and B-complex vitamins. Nutritional deficiencies can be detected via blood tests that measure amounts of vital nutrients in the bloodstream. PCOS is a serious hormonal imbalance in women that is characterized by the development of cysts in the ovaries as a result of abnormal ovarian function.

Weight gain is among the most common symptoms of PCOS, along with menstrual irregularities, facial hair growth and, in many cases, acne. PCOS is also associated with increased risk of insulin resistance, type 2 diabetes and metabolic syndrome. This condition can be detected via blood tests that measure levels of hormones in the body. Other possible medical reasons for weight gain include medications, such as antidepressants, corticosteroids, and oral contraceptives, among others, kidney disease, some forms of heart disease, hormonal imbalances, such as low estrogen in women and low testosterone in men, lack of sleep and chronic stress. The most important thing to know about unexplained weight gain is that it shouldn't be ignored, since the issues involved may go well beyond the aggravation and frustration that comes with those extra pounds.

Many medical reasons for gaining weight are or can lead to serious medical problems, making proper diagnosis and treatment essential to ensure your continued health and well-being. Besides, resolving any underlying medical issues that are causing or contributing to your unexplained weight gain is quite likely to help you shed those extra pounds more easily, resolving that aggravation and frustration as well. Historically, there was good reason to embrace supplemental dietary aids.

Lack of vitamin D, for example, was known to cause rickets; lack of niacin caused pellagra a disorder of the nervous system characterized by a scaly skin rash while lack of vitamin A resulted in blindness. Pregnant women were warned for decades that lack of folic acid in the diet could mean a crippling spine disease for their unborn child. Vitamin deficiencies could even kill. But, better nutrition and vitamin-fortified foods have resolved many of these problems, say health experts. In fact, a number of studies are showing that not only do most people not need them -- they can actually be harmful to some.

What you should know is that a huge debate is ongoing between nutritionists and the supplement industry about the pros and cons of supporting a normal diet with what might turn out to be an unnecessary product. To date, it remains a contentious issue and to date, many people are still confident that ingesting a multivitamin each day is beneficial at most and harmless at the least. It can be a vitamin, mineral, herb, fiber, fatty acids or amino acids, taken by way of capsules, gels, tablets, liquids or powders.

The most common dietary supplements are multivitamins. There are more than 50, dietary supplements available today. Some are classified as drugs; others as dietary products. Producers of a booklet titled The Benefits of Nutritional Supplements say vitamin and mineral deficiencies can be easily be corrected with a multivitamin. According to their data, more than 97 percent of women and 95 percent of men receive less than the RDA for Vitamin E, with 70 percent of girls ages getting less than the RDA for iron. In New Zealand, about 12 percent of those over the age of 50 five percent of the total population get state-funded vitamin D supplements, while 74 percent of elderly residents in residential care facilities receive dietary supplements.

One young New Zealand mother, who has a newborn baby, reported she took Vitamin D after she learned her Vitamin D levels were low. Vitamins and a good diet — some say — are the best of both worlds. Certain populations remain at risk and certain vitamins supplements can help, says the Centers for Disease Control CDC : Mexican-American women and young children are more likely than the general population to be low in iron; young women tend to be low on iodine. But their overall numbers are also low — less than 11 percent of children and 13 percent of women within that particular population.

Too much beta carotene and vitamin E can cause cancer; excess vitamin A can cause liver damage, coma and even lead to death. The focus, instead, should be on fruits, vegetables, nuts, beans, low-fat dairy and spending more time and money on exercise. In a widely reported July, Atlantic article by Paul Offit, several prior studies dating back decades had already shown that vitamins could increase the risk of cancer and heart disease, shortening lives. Even the sacred cow of cold and flu remedies — vitamin C — was debunked after Linus Pauling, who literally wrote the book on vitamin C, was proven wrong by study after study. Other vitamin and mineral studies versus diet were used for comparison at cancer research centers, including the Fred Hutchinson Cancer Research Center in Seattle where, in , 18, subjects were studied who had been exposed to asbestos.

Therefore, they were at higher risk for lung cancer. The men who ingested multivitamins were twice as likely to die from advanced prostate cancer. Bottom line: there is plenty of evidence to support the fact that vitamins can and are beneficial; but, only to those individuals who have documented nutritional deficiencies. According to numerous studies that are now gaining national attention, supplementation with extra vitamins or other nutrients do nothing to benefit the general population.

When in doubt, check with your healthcare provider and consider a Vitamin profiling to determine your nutrient levels. However, when it comes to supplementing essential nutrients, too much of a good thing is definitely possible, with excess use of some nutrients capable of causing health problems. Here we'll explore which vitamins can cause trouble, how much is too much, how overdoses can happen, vitamin overdose symptoms, and how to avoid vitamin overdose. Fat soluble vitamins include vitamins D, E, K and A. Since these vitamins are stored by the body in the fatty tissues and liver, they present the highest risk of vitamin overdose with excessive daily intake. However, it is extremely rare to achieve toxic levels of these nutrients through diet alone. Typically, overdose occurs due to an overuse of supplements or fortified foods and drinks.

For that reason, if you are taking vitamin supplements, it is important to be aware of and adhere to the dietary reference intake and tolerable upper intake levels UL of these vitamins — guidelines established by the Institute of Medicine to aid in reducing risk of vitamin overdose. Here are the guidelines for these fat-soluble vitamins, along with the potential health effects of exceeding recommended intake levels, and common vitamin overdose symptoms that can occur if you do:.

The tolerable upper intake level — or the most the average adult can take daily without adverse effects — is 4, IU. Getting too much vitamin D on a regular basis can cause hypercalcemia, or high levels of calcium in the blood, which increases the risk of cardiovascular disease and osteoporosis, as well as kidney stones and some typed of cancer. Symptoms of vitamin D overdose may include nausea, poor appetite, frequent urination, feeling thirsty all the time, abdominal pain, irregularity including constipation or diarrhea, muscle aches or weakness, general fatigue and even weakness. The tolerable upper intake level is 10, IU daily.

Overdosing on vitamin A can lead to hair loss, liver damage, bone loss and confusion. Symptoms of too much vitamin A can include drowsiness, irritability, severe headache, bone pain, blurred vision, nausea and vomiting. Vitamin E — Recommended daily intake of this fat-soluble vitamin is 22 IU daily for natural vitamin E and 33 IU for synthetic versions. Taking too much can inhibit blood clotting in the body. Vitamin K — Recommended daily intake of vitamin K is mcg for men and 90 mcg for women. No tolerable upper intake has been determined. Overdose can cause numbness or tingling in the hands or feet. Most water-soluble vitamins are easily eliminated from the body, making overdosing on them difficult. However, there are a few exceptions to this rule.

High doses of vitamin C can cause diarrhea, nausea and stomach cramps, while excessive intake of folate — a B-complex vitamin — can mask signs of B12 deficiency, which can lead to permanent nerve damage when left untreated. Too much niacin — another B-complex vitamin, can cause nausea, jaundice and elevated liver enzymes, while too much B-6 can lead to nerve damage. Again, if you're supplementing these vitamins, sticking close to the recommended daily intake is your safest course of action.

Additionally, knowing and adhering to the tolerable upper intake guidelines, in terms of intake from diet and supplements, is important. While both the recommended daily intake and tolerable upper intake guidelines offer some protection against vitamin overdose, it is important to realize that these are much generalized standards, indicating safe levels for the average person.

Certain genetic traits, health conditions, medications and other factors can alter the body's nutritional needs, affecting the absorption and usage of nutrients, and hidden sources of vitamins and minerals, such as drinking water, for instance, can lead to nutrient overdose. Given these variables that can increase the risk of vitamin overdose, the best way to ensure your safety is to know where you stand in terms of nutrition before resorting to supplements that may be unnecessary or even dangerous.

This can be done via blood testing, a quick, simple procedure. Among the options available are: 1 complete nutrition panels, which can give a comprehensive overview of nutritional status, including any overly high levels of nutrients or nutrient deficiencies, or 2 testing for common nutritional deficiencies, such as vitamin D, B, iron, calcium or magnesium. That depends on where you stand with the current debate over the usefulness of dietary supplements.

Some parents also say they try hard to introduce good dietary habits to their children, but until those habits take hold, they like the assurance of a daily multivitamin tablet. When in doubt, check with your family healthcare provider. A full range of vitamin profiles through Health Testing Centers are also available to evaluate normal vitamin and minerals levels. In a , the Nutrition Action Health report was issued on how to rate multivitamins. This award-winning publication is produced by an independent, science-based consumer-advocacy organization called the Center for Science in the Public Interest. The group has published numerous helpful articles on nutrition, food and supplemental product since The following guidelines may still prove helpful, today:.

If over the age of 50, also look for a multivitamin with 25 micrograms mcg of vitamin B12, or four times the DV. Look for percent of DV for zinc, copper and chromium. Magnesium at 25 percent of DV is acceptable. Beware of excesses — no more than mg of phosphorus, mg of vitamin B6, or 15, IU of beta-carotene. With iron, proper dosages vary from one person to another but in general look for no more than 18 mg of DV. For updated information from the Center for Science in the Public Interest, visit their website at www.

Numerous experts are approving such a claim. In the December 16, issue of Annals of Internal Medicine, the authors of three new studies concluded that spending your money on more fruits, vegetables, nuts beans, low-fat dairy and getting more exercise made more sense for long-term benefits than purchasing multivitamins and other supplements. Eat more foods that are rich in nutrients and maintain a well-balanced diet to help counter risks associated with cancer, heart health, brain and cognitive measures the studies tracked multivitamin links to these diseases and disorders.

But, which foods are best for your body and mind? Many foods are rich in vitamins, minerals and fatty acids, but did you know that some have even been shown to improve your cognitive ability and improve your mood? Calcium may improve PMS-related moods — consume collard greens, kale, ricotta part skim , plain, low-fat yogurt and low-fat milk. Chromium helps metabolize food, regulates sugar and can regulate mood and emotions — found in broccoli, grape juice, whole wheat bread, turkey and potatoes. Folate B9 or folic acid helps with serotonin regulation and new cell production — found in spinach, asparagus, Brussels sprouts and avocado. Iron fights fatigue and depression — found in fortified oatmeal, soybeans, lentils, beef and turkey.

Magnesium has a varied role in maintaining good physical and mental health. Foods rich in magnesium include spinach, almonds, peanuts, cashews and edamame. Omega-3 helps decrease risk of depression — found in Atlantic salmon, herring and trout, chia seeds, broccoli and spinach. Vitamin B6 regulates brain function — found in chickpeas, salmon, tuna, chicken and fortified cereals.

Vitamin B12 supports red blood cells and nerve development — found in meats, eggs and animal byproducts including fish and cheese. Vitamin D — regulates cell growth, supports immune system and can ward off depression — found in cod liver oil, milk, salmon and swordfish, and Chanterelle mushrooms. Zinc supports the immune system — found in cashews, Swiss cheese, pumpkin seeds, pork loin and Alaska king crab. Physicians specialize in the treatment of diseases, not preventive medicine or nutrition. They spend a lot of time studying illnesses while pharmaceutical companies spend millions on the research and development of safe, effective products.

They tend to overlook the natural way of prevention. They are meat to focus on the post disease stage and not the pre-stage. Much of the multi-billion-dollar-a-year industry includes the thousands of products found on shelves in health food stores, grocery and retail chains, and online. Red clover — part of the legume family, they are promoted as a product to reduce hot flashes in women, and reduce anxiety and depression. Note: if you have breast or uterine cancer, check with your healthcare provider before taking red clover. Soy isoflavones — rich in plant compounds used to reduce the symptoms of menopause. May also increase the risk of breast and endometrial cancer so check with your healthcare provider.

Omega-3 fats — protects the heart and improves your immune function; may help reduce hot flashes and improve mood. While healthcare experts, researchers, nutritionists and advocates of the dietary supplement industry continue to debate the pros and cons of taking vitamins, minerals and other add-ons to daily diet, evidence leans much more in the direction of not doing so if a well-nourished individual eats a healthy, balanced diet. These findings revolve around this simplified theory: The body makes its own antioxidants to help neutralize free radicals, which can damage DNA and disrupt cell membranes. Since free radicals are bad, many people take large doses of antioxidants found in supplemental products, including vitamins and minerals to enhance the neutralization.

However, free radicals also kill bacteria and can eliminate new cancer cells. So, they are not indiscriminately destructive. Furthermore, when add-on doses of antioxidants are taken through supplements along with a healthy diet that is rich in antioxidants, the theory is that the balance is tipped and the immune system may no longer be able to efficiently kill harmful invaders. Kannan, R. Cutaneous lesions and vitamin B12 deficiency. Canadian Family Physician, 54 4 , — Michaels, A. Vitamin C and skin health. Retrieved from: lpi. Vitamin E and skin health. National Institute of Health. Vitamin E. Retrieved from: ods.

Traber MG. Modern Nutrition in Health and Disease. Washington, DC: U.

Among the most effective at assessing overall nutritional status are comprehensive nutrition panels, which measure levels Definition Essay: What Is Your Identity? vitamins, minerals, enzymes and other nutrients essential to health and explain the importance of good nutrition and hydration in maintaining health and wellbeing. Why Definitive Diagnosis Explain the importance of good nutrition and hydration in maintaining health and wellbeing Individuals who are experiencing celiac explain the importance of good nutrition and hydration in maintaining health and wellbeing symptoms should never self-diagnose. In this case, they will be missing on a lot of nutrients and vitamins.

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