15 courses with the subject NUTR, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Students will explore the human body and its systems with special focus on systems physiology, all studied through the lens of human nutrition . Topics include cell physiology, muscle physiology, heart and circulatory physiology, kidney physiology, immune physiology, and respiratory physiology.
Students will explore the human body and its systems with special focus on systems physiology , all studied through the lens of human nutrition. Topics include neural physiology, gastro-intestinal physiology, metabolism and temperature regulation, and endocrinology.
Students will explore the biochemical processes as they relate to general metabolism and biochemistry, gene expression and protein synthesis, carbohydrate metabolism and ATP synthesis, lipid metabolism, and nitrogen metabolism. This is the study of the digestion, absorption and transport of the macronutrients (carbohydrates, proteins, fats), as well as alcohol as consumed by humans.
Students will explore the biochemical processes as they relate to cellular and tissue metabolism , including enzymes, pathways, co factors, etc ; This is the study of dige stion, absorption, and transport of micronutrients (vitamins and minerals), as consumed by humans .
Students will explore the many complex ways nutrition impacts growth, development, and “normal” functioning across the human lifespan. Additionally, common nutrition-related issues (clinical and non-clinical) will be discussed for each stage of life.
This course is centered around the application of biochemistry, nutrition and food science to sports and physical activity. Working and critically-thinking from an evidence-based frame of mind, students will discuss various aspects of sports and nutrition (organized by nutrient and Athlete Life Stage or Occupation Group) from several perspectives.
NUTR 693 1 e catalog for course titles, descriptions, and prerequisites. Always consult ARS 1-3) Spring – 1st Year Credits
In this class and virtual lab, we will explore general guidelines of food preparation and meal planning. Food safety regulations, common regulatory practices, as well as various means of food preparation will be discussed. Topics include, food selection, food evaluation, composition of food, food safety, food preparation, meal preparation, and analysis of different foods. We will also explore the chemical composition of food, physical and chemical changes in food associated with household preparation techniques, and appropriate assessment techniques for judging food quality, chemical, physical, sensory, and nutritional properties of foods .
In this course, we will emphasize learning basic helping skills as well nutrition communication skills. The course will focus on the conceptual foundations and philosophy of behavior change and learning theories, with an emphasis on client- and learner-centered applications in health promotion practice.
This course includes a study of food systems and cultures of various regional, national and ethnic groups throughout the world. Students will explore the complex interconnections of food systems, culture and public health and nutrition needs. The goal of this course is to provide students with an understanding of connections between food and systems, culture and health. This course will focus on nutrition as a cultural issue, how culture affects nutrition and health, the role of women in culture and food procurement, the meaning of food and implications for behavior change, poverty reduction and public health. This encompasses ethnic food patterns (foods used, preparation techniques), nutritional adequacy, and meal patterns of different cultures .
This course is designed as an introduction to methodology, design, and statistical application in health sciences, public health, and nutrition research. This course is intended to make the student a more informed consumer of scientific research literature, and to provide sufficient information for the design of theoretically and methodologically sound study and/or grant proposal .
This is the thesis Proposal and Outline phase. You will choose a Mentor, work with her/him to develop a research question and timeline to complete your thesis. Your proposal needs to be “defended” in front of a Committee of your Mentor and two other Faculty or Technical Experts. During this Phase you are also gathering the relevant literature.
This is the Data Collection Phase. After your committee has approved your proposal and you submit that approved proposal to the Institutional Review Board (IRB), you will have formal approval to begin your study after that clearance from the IRB. You will conduct your study as you had proposed, taking notes of what went well, what did not go well. The data you collect will then be analyzed, as you had proposed to do in Chapter 3. Your results will be described (without interpretation), using tables, graphs, charts, etc.
This is the interpretation and evaluation phase. Here, you discuss your findings and compare and contrast with the relevant Literature collected in Phase 1. This is also the place where you can discuss what went well, what did NOT go well, what you would do differently if you conducted the study again, as well as clinical vs. statistical significance of your findings. Who are these results important for and why? Ultimately, what did you learn from this study, and what should others take away from it? Doctor of Occupational Therapy (OTD)
Source: King's College's catalog, linked per course · table learning_unit · CourseShelf publish 59
