How And Why The Nutrients Are Essential To Our Health? You will write 6 lecture reviews over the course of the quarter. You must choose 3 lectures from the | Homework Answers

How And Why The Nutrients Are Essential To Our Health? You will write 6 lecture reviews over the course of the quarter. You must choose 3 lectures from the first half of the quarter (1/9 – 2/6), and 3 lectures from the second half of the quarter (2/13 – 3/11). Each lecture review is worth 10 points.

For each lecture / video, include the following:
A summary of the content covered. (3pts)
How the issue potentially impacts your ability to live a healthful lifestyle. (3pts)
State how you will incorporate the information into your life. (3pts)
State whether or not you would recommend this presentation for future classes. (1pt)

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-Begin each lecture / video review at the top of a new page.

-Indicate lecturer / title of video you are reviewing.

-List date the presentation was given.

-Include the following headings for each review: Summary, Potential Impact, Incorporation into My Life, Recommendation.

-Approximate length: 1-2 double-spaced TYPED pages per review. Stress Management
Presented by Sara Jackson
What is stress?
• The mental and
physical response of
our bodies to the
changes and
challenges in our lives.
Types of Stress
• Eustress
• Stress that presents the
opportunity for
personal growth and
• Examples?
• Distress
• Stress that can have a
negative effect on
• Examples?
Stress and Your Health
• 40% of deaths and
70% of disease in the
U.S. is related to stress
• Heart disease, diabetes,
• Headaches, ulcers, low
back pain
• Depression, common
• Libido
• Memory, concentration
Top 10 Impediments to
Academic Performance
Sleep Difficulties
Cold/Flu/Sore throat
Concern for a troubled friend or family member
Participation in extracurricular activities
Internet use/computer games
Relationship difficulties
American College Health Association. American College Health Association-National College Health
Assessment II: Reference Group Executive Summary Spring 2018. Silver Spring, MD: American College
HealthAssociation; 2018.
Sources of Stress
Inconsistent goals and
• Conflict
Sources of Stress
Personal factors
Managing Your Stress
• Assess your stressors
• Can I avoid it?
• What can I do?
• Change your response
• Is it worth it?
• Downshifting
• What is most important to me?
• “Just Say No”
Managing Your Stress
• Develop meaningful
• Change the way you think
• “Don’t sweat the small
• Focus on what’s in your
• 90% of the things we worry
about will never happen
• Laugh and cry!
Managing Your Stress
Managing Your Stress
• Exercise
• Immediately
• Regularly
• 2 hours and 30 minutes
(150 minutes) of
aerobic activity (i.e.,
brisk walking) every
week OR 1 hour and 15
minutes (75 minutes) of
aerobic activity (i.e.,
jogging or running)
every week
Managing Your Stress
• Exercise Continued
• muscle-strengthening
activities on 2 or more
days a week that work
all major muscle groups
(legs, hips, back,
abdomen, chest,
shoulders, and arms)
Managing Your Stress
• Relax
• Yoga
• Deep breathing
• Progressive muscle
• Massage therapy
• Meditation
• Eat right
Managing Your Stress
• Time management
One thing at a time
Clean off your desk
Avoid interruptions
Reward yourself
Break it down
Managing Your Stress
• Manage your finances
Set a realistic budget
Pays bills immediately
Electronic banking
Campus workshops
Avoid credit cards
Avoid debt
Managing Your Stress
• Fight technostress
Enjoy nature
Manage your phone
Take breaks
Back up data
• Group Services
You Got This!
Mindfulness & Compassion Meditation
Strengthen Your Mind
Building Social Confidence
• Individual Counseling
2. Student Health & Wellness Center
• Crisis – Urgent Care 1st floor
• Biofeedback – 2nd floor
• Wellness Garden
3. Massage Chairs
• Memorial Union
4. Office of Educational
Opportunity and
Enrichment Services
• South Hall
• Workshops
• Success Coaching
5. Academic Assistance
and Tutoring
Dutton Hall
Office Hours
6. MU
• Bowling
• Pool tables
Managing Your Stress
Not Less of a Person
Understanding Disabilities and
How its Coped With
Lisa L. Rapalyea, PhD, ATC
PHE-044 Healthful Living
This powerpoint / handout is owned by author and permission is not given for distribution or
uploading of this presentation material onto any internet websites with the exception of course
listed above and within the University of California, Davis (UC Davis) domain. !
Disability is not a brave struggle
or courage in the face of adversity
…disability is an art. It s an
ingenious way to live.
– Neil Marcus, 1993
Guest Lecture PHE-44 2018 – Dr. Rapalyea
• Disabilities has been a part of human history since its
• Perception of disabled people are influenced by:
üperiod of history in which they lived
• Early Greek, Roman & Israeli cultures
üphilosophical and religious beliefs
• Ex: Aristotle
• Ex: Israeli religious influence
• Ex: Early Christian influence
Guest Lecture PHE-44 2018 – Dr. Rapalyea
History (cont)
• Perception of disabled people are influenced by:
ücultural / societal beliefs
• Eugenics
• Marriage bans, sterilization, euthanasia
ümedical limitations/advances
• New technology
üeconomic resources
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Definition of Disability
Dictionary: that which disables, as an illness, injury, or physical handicap!
(one dictionary definition)!
Any diminishment in expected normal capability is considered a deficit in
Can not tell by identifying a disability what that individuals abilities or
talents truly are. !
=> defies stereotyping!
The reverse is also true !
!=> Can not tell by an individuals ability to compensate for a !!
disability, the true severity of the disability.!
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Different Types of Disabilities
• Congenital vs. Acquired
• Permanent vs. Temporary
• Visible vs. Invisible (Hidden)
• Main Descriptive (general) Categories
Guest Lecture PHE-44 2018 – Dr. Rapalyea
acute/chronic conditions
(i.e. diabetes, cancer, heart
disease etc.)!
includes mobility,
senses — anything that
affects normal
physical functioning or
Autism Spectrum
combination of
DSM-V defined
psychological, emotional
and/or mental illnesses/
functions /
diminished brain !
functioning or!
capacity (i.e.
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Preventing Disabilities
• Healthy Lifestyle
• Listen to Your Body, Mind and Soul
• Safe Behaviors
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Hearing Loss in Decibels!
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Disabilities and Age
Disability Status Report: United States (2012)
Erickson, W. Lee, C., & von Schrader, S. (2014). 2012 Disability Status Report: United States. Ithaca, NY:
Cornell University Yang Tan Institute (YTI).!
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Disabilities and Age
Disability Status Report: United States (2012)
Prevalence of disability among non-institutionalized
people in the United States in 2012*
Independent Living
Ages 75 +
Ages 65 – 74
Ages 16 – 64
Any Disability
Erickson, W. Lee, C., & von Schrader, S. (2014). 2012 Disability Status Report: United States. Ithaca, NY:
Cornell University Yang Tan Institute (YTI).!
Guest Lecture PHE-44 2018 – Dr. Rapalyea
in spite of best efforts… still have a
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Some Famous People
• With significant visual loss
Stevie Wonder – singer, blind at birth
Ray Charles – singer, lost vision around 7 years old
• With significant hearing loss
Beethoven – classical composer who was
deaf before composing his 9th symphony
Marlee Matlin – actress, deaf
Heather Whitestone – first deaf Miss America
• With multiple disabilities
Helen Keller – contracted an illness leaving
her both blind and deaf
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Some Famous People
We can do anything we want if
we stick to it long enough !
Character can not be developed
in ease and quiet. Only through
experience of trial and suffering
can the soul be strengthened,
vision cleared, ambition
inspired, and success achieved !
Helen Keller, touching a radio speaker ~1927!
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Some Famous People
• With a learning disability
Albert Einstein – did not speak until age 3 and had a
difficult time with math in school
Thomas Edison – couldn’t read until age 12 and struggled
with writing throughout life.
Justin Timberlake- ADHD
• With physical disability
Franklin D. Roosevelt – polio at age 39, could not walk
without assistance
Daniel Radcliff – dyspraxia
Christopher Reeves – paralyzed from horse riding accident
Peter Dinklage – achondroplasia (form of dwarfism)
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Some Famous People
• With a medical condition
Magic Johnson – athlete, AIDS
Muhammad Ali- boxer, Parkinson’s Disease
Michael J. Fox – actor, early onset (age 30)
Parkinson’s Disease
• With a psychological/emotional disorder
Robert Downey – actor, bipolar disorder
Leonardo DiCaprio – actor, obsessive compulsive
Vincent van Gogh – painter, depression
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Focus on…
Capability and Solutions
What Contributions Can
Be Made
Not What You Think
Can’t Be Done … yet
Stephen Hawking 1942-2018!
Guest Lecture PHE-44 2018 – Dr. Rapalyea
Service Animals
REMEMBER — Never pet a service animal (dog) without asking for
the owners permission FIRST — Petting the dog distracts them from
their work which is crucial to the safety of the disabled individual.
1) Guide / Seeing Eye (dogs/miniature horses) — for visually disabled
2) Hearing (dogs) — for hearing disabled
3) Service (dogs/monkeys) — for mobility disabled
4) Companion — for psychologically and/or emotionally disabled; also
for elderly in nursing homes and children in hospitals
5) Therapy/Courthouse (dogs) – support for trauma victims
6) Diabetic-sniffing (dogs)- alerts to diabetic attack
Guest Lecture PHE-44 2018 – Dr. Rapalyea
The Future?
Guest Lecture PHE-44 2018 – Dr. Rapalyea
The incidence of autism is growing at an alarming rate. Experts are struggling to discover why. Slowly, a
strange and complex picture is coming together. It suggests that autism’s mysterious mechanisms could
ultimately reveal health truths relevant to us all.
Ashley Morgan’s story would strike terror in the heart of any parent. Morgan’s son, Leo (not their real names),
seemed normal at birth in 1998 and appeared to hit his milestones — sitting, walking, laughing — for his ?rst 12
months. But then he plateaued. He didn’t gesture or demonstrate even the rudiments of pre-language. He didn’t
make much eye contact. And he was constantly stressed out. “When he was 15 months old, he started turning over
trucks and spinning their wheels for hours,” says Morgan. “That’s when I knew for sure that something was wrong.”
Since Morgan lived in Connecticut, her quest for help took her to the famed Child Study Team at Yale University. Experts there diagnosed Leo, then 2 years old, with a
pervasive developmental disorder (PDD-NOS), a mild form of autism spectrum disorder (ASD). “He can have a nice life, but he’ll always live with you,” a Yale doctor told
Morgan at the time.
From Asperger’s
Puzzle to PDD to autism itself, ASD is a series of overlapping disorders marked by impaired social interaction and reduced ability to communicate. Once
detected in just dozens of children a year, autism today af?icts nearly 1 percent of children, wreaking havoc in families, setting the stage for years of intense and costly
therapies and a host of confounding physical ills.
The statistics of the last few years are staggering enough, but a recent study in the American Journal of Psychiatry says these estimates may be low. Surveying a district
in South Korea, the researchers found autism in 2.64 percent of children between ages 7 and 12, or more than two and a half times the reported U.S. rate. Rather than
suggest a bizarre new cluster in the district, study authors think we have woefully underestimated autism on our home turf. That conclusion is being debated, but either
way, there’s ample cause for concern. What is at the root of this rapidly expanding epidemic? What in the world has changed?
One thing is perception. First described in the 1940s, autism was reportedly caused by cold, rejecting “refrigerator mothers.” By the 1980s, with more cases emerging,
scientists had moved on, rede?ning autism as a disorder caused by damage to the brain that has many genetic risks. But as prevalence has skyrocketed over the last
decade and research has progressed, experts have reconceptualized autism yet again. In the new view of the disease, autism is not a single af?iction of the brain but a
series of brain- and body-based physical diseases — in?ammatory, gastrointestinal, mitochondrial and immune.
While genetics are involved and some speci?c genes have been implicated in the disease, scientists now contend that there is no single autism gene. Instead, many
genes appear to represent risk factors that require environmental or infectious triggers to tip a child into troubled territory. And a disease once considered a genetic brain
disorder is now seen by many as a systemic body disorder that affects the brain as well. All forms of autism involve a failure to communicate and socialize, but from case
to case, different metabolic and immune problems may be af?icting different organs of the body and circuits in the brain.
It was pediatric neurologist Martha Herbert, MD, PhD, of Harvard, who came out with the seminal paper describing the new view of autism as a complex, multisystemic
condition in Clinical Neuropsychiatry in 2005. Autism had long been associated with physical ills — especially gastrointestinal discomfort — but Herbert pointed to an
association with immune issues and multiple other problems whose biological underpinnings had yet to be learned.
As far as she was concerned, the “heterogeneous biologies” underlying autism might converge through a variety of mechanisms, in the brain. By the next year Herbert
had re?ned her hypothesis: She said that vulnerable genes triggered by environmental insults might be perturbing metabolic pathways and damaging the brain.
This was a whole new way of looking at autism. But there was an even bigger implied bombshell: By unlocking autism’s complex code, scientists might have new hope
for treating other chronic disorders, from asthma and allergies to obesity.
“Autism is a hologram for chronic disease. In it is re?ected all the causes and cures for chronic disease,” explains Mark Hyman, MD, an expert in functional medicine and
author of The UltraMind Solution ( (Scribner, 2008). “Remove the diagnostic labels from a patient with autism and a patient
with Alzheimer’s, and you will discover the same biological forces at work” — in?ammation, oxidative stress, impaired protein synthesis and detoxi?cation,
mitochondrial dysfunction, and damaged DNA.”
Translation? Autism might just be our wake-up call. Some experts now posit that individuals with autism are early indicators — canaries in a coal mine of pervasive
health threats that are affecting increasing numbers of us. If we can unravel the immune, metabolic and genetic problems at play, we may have a head start in treating
not just autism but a great many other chronic and environmentally triggered forms of disease.
For years, the new view of autism as a systemic body-based disorder triggered by environmental insults was met with resistance, largely because it was associated with
the antivaccine movement to argue that the trigger was often childhood vaccines, a theory not supported by most published epidemiological studies.
Yet, some doctors were able to look past the stigma to see that a variety of biomedical malfunctions appeared in large numbers of children with autism, and that, often,
associated clinical symptoms could be relieved.
Lawrence Rosen, MD, was part of a large pediatric practice in New Jersey in 2000 when he noticed an explosion of developmental disorders, including the upsurge in
autism and associated physical ills. Of the autistic children he surveyed, 68 percent suffered gastrointestinal symptoms, including diarrhea, constipation, abdominal pain,
vomiting and gastroesophageal re?ux; 66 percent suffered neurological problems, including seizure disorders, apart from the autism; 62 percent reported allergies; and
an estimated 30 to 40 percent were af?icted with mitochondrial disorders or dysfunction. These patients also had strange rashes, had more ear infections and coughs
than non-autistic patients, and were frequently anxious and fatigued.
While Rosen didn’t know the cause, he found that thoughtfully treating the problems, one by one, could dramatically increase his patients’ comfort and would often
lessen the behavioral symptoms of autism as well.
For instance, when lab tests pointed to sluggish mitochondria (the cellular energy factories), he treated patients with the supplements carnitine or coenzyme Q10. (For
more on CoQ10, read “CoQ10: The Miracle Molecule (/issues/december-2010/healthy-eating/coq10-the-miracle-molecule.php)”.)
In the face of gastrointestinal problems or allergies, he examined food choices systematically. On gluten-free, casein-free diets, a subset of children dramatically
Another subgroup with abdominal pain and diarrhea or constipation, often associated with yeast and bacterial overgrowth, were treated with probiotics.
When treated for three months with omega-3 fatty acids, one nonverbal 3-year-old abruptly began speaking. While evidence already shows omega-3 fatty acids are
effective for bipolar disorder and depression, Rosen says they can often help autism as well.
Rosen’s colleague, family physician Patrick Hanaway, MD, was running a local practice in Asheville, N.C., when he, too, witnessed the autism explosion from the late
1990s on. Hanaway also began taking a functional medicine approach, eventually working with a lab to diagnose and restore disrupted metabolism one biochemical
pathway at a time.
One vulnerable pathway was methylation, the interconnected cascade of biochemical reactions that control protein and DNA synthesis throughout the body. By
supplementing with nutrients known to support methylation — antioxidants, B6, B12 and folate — Hanaway has seen some patients improve.
But there is no magic bullet. For the genetically vulnerable, suspects Hanaway, “there are multiple small hits from the environment.” Thus, multiple nutrients or cofactors
may be needed to help any given patient heal.
That was certainly true for Ashley Morgan’s son, Leo. From the moment doctors told Morgan her son’s case was hopeless, she “was on the warpath,” relentlessly seeking
treatments and even a cure. High on the list of helpful therapies was a gentle form of ABA (applied behavior analysis) to help Leo understand others’ thoughts, intentions,
motives and desires — the chief psychiatric de?cit among those on the spectrum.
But Leo was also dogged by physical illnesses. His bowel movements were soft. He had a toxic, pasty look. He lacked energy. He had asthma. And he had hypotonia —
weak muscles that lacked tone.
Because Leo seemed so physically sick, Morgan sought to ease his pain, one symptom at a time. Just eliminating gluten, she reports, resulted in signi?cant improvement.
After doctors found nine other food allergies and 11 tree allergies, they treated him for these. Adding the B vitamin biotin further enhanced his energy.
Leo was also diagnosed with Lyme disease following his years in Connecticut and treated with antibiotics…
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