This is a General Forum for all students currently enrolled on the Bioscience Entry Course (BEC) programme.
This is a General Forum for all students currently enrolled on the Bioscience Entry Course (BEC) programme.
This ACB forms part of the undergraduate Public Health Nutrition module, where we reviewed how healthy eating patterns are promoted through dietary guidelines in the UK and abroad. We discuss various published guidelines and how they have developed over time. We also consider the aim of these guidelines and evaluated their limitations in practice. This content has been made available to you so that you are introduced to some of the concepts before embarking on the Bioscience Entry Course (BEC). During the BEC, you will start looking at some fundamental nutritional concepts, and the content from this ACB will help you put the knowledge you will gain in a deeper context with nutrition. It is likely to take 3-4 hours to review all of the content. Michail Rizos - Bioscience Entry Course (BEC) Manager
This course assumes no prior knowledge of the subject and will take you from the living cell through to all the human body systems. It is a prerequisite for the level 4 Physiology module.
The course assumes no prior knowledge of the subject and will take you from basic chemistry to the more advanced aspects of organic chemistry. It is a prerequisite for the level 4 Biochemistry module.
This module is designed to review and build on your existing knowledge of basic physiology/human biology. We will be reviewing the major physiological systems and exploring the various mechanisms used to control and harmonise all the myriad body processes to achieve homeostasis. A good understanding of how these systems of control operate and integrate is vital to the Nutritional Science/Therapy and Personalised Nutrition. Students who are required to complete the Human Biology (level 3) bioscience access course must successfully do so before starting this level 4 course.
This module aims to introduce students to the necessity of becoming research-orientated and to think critically about nutritional science in preparation for a range of future careers. Nutrition is a far- reaching and complex field of science with a range of external influences impacting on the integrity and consistency of information available not only to scientists and researchers but to the general public.
Biology is the study of living things. It encompasses the cellular basis of living things, the energy metabolism that underlies the activities of life, and the genetic basis for inheritance in organisms. Biology also includes the study of evolutionary relationships among organisms and the diversity of life on Earth. It considers the biology of microorganisms, plants, and animals, for example, and it brings together the structural and functional relationships that underlie their day-to-day activities. Biology draws on the sciences of chemistry and physics for its foundations and applies the laws of these disciplines to living things.
Nutrition intersects with many different professions and sectors. These intersections present an array of contemporary nutrition and health issues, including how physiological, political, economic, technical, business, societal, and regulatory factors operate within an ethical framework integrate to drive, and influence these debates. contemporary issues and debates that shape the global nutrition sector. Students are encouraged to engage with the critical debate of issues which impact on the nutrition profession to more fully understand how they might develop and enhance their own skills and knowledge to contribute to the development and enhancement of the nutrition profession at different levels.
This module aims to develop the student’s awareness of the central role that diet plays in the expression of health and illness. It will explore issues and concepts beyond Government guidelines for healthy eating and will provide the necessary knowledge for analysing diets for specific health/social/cultural scenarios, for preparing appropriately referenced educational reports and giving verbal educational explanations on a one-to-one basis in a ‘real’ client consultation setting. In this way the application of theory to practice is developed and assessed.
This module aims to build on foundation knowledge of anatomy and physiology by focusing on how body systems are controlled and integrated so that students can demonstrate a coherent understanding of the mechanisms that keep the body alive and functioning. This module will be taught from a Systems Biology and Functional Medicine perspective with a focus on purpose and design, major body processes and supporting organ reserve. Imbalance in many body processes can lead to changes in various physiological systems that lead to signs and symptoms of disease. This module will apply nutritional concepts from a functional perspective to aid the student’s ability to understand the multiple roles a nutrient/s might play to support the normal function of major physiological processes and enable them to begin to review a range of factors involved in pathophysiological processes.
This module aims to introduce students to major classes of pharmaceutical and nutraceutical agents and their impacts on physiology and pathophysiology. This module will draw on the learning from Applied Pathophysiological Reasoning (CND511) providing students with an opportunity to demonstrate understanding of synergistic action of nutrients and drug/nutrient interactions through the analysis of their mechanisms of action on and physiological processes and pathophysiology. This module will review food law governing nutrition products. The module is designed to support students consider the application of nutraceutical agents at both individual and population levels. Students will develop understanding of safety issues including: upper safe limits, drug nutrient interactions and augmenting effects of nutraceutical agents and know how to check known interactions to support safe nutrition practice.
The aim of this module is to help students understand how the nutrition profession has developed from its inception to date. The module will encourage students to explore the roles and influences of legislation, professional and regulatory bodies and politics in the context of nutrition practice. By the time students take this module they will have explored a number of different aspects of nutrition practice; this module enables students to engage 50 hours of online work experience; encourages them to draw on their own experiences and those of their peers; and to identify an area of nutrition practice of personal interest and consider what the future opportunities and challenges may be for that area of nutrition practice. The module aims to introduce students to an expanded range of models of reflection to further develop their reflective skills to help them explore the type of role they may take in nutrition practice.
Inflammation is central to most chronic illnesses. The aim of this module is for students to justify and evaluate personalised nutrition interventions including laboratory assessments for individuals with a range of chronic illness/es and co-morbidities, especially where inflammation is central to the process. Pivotal to this module are principles of psycho-neuro-immunology. This module enables students to produce and critique a Timeline for gathering and recording historic and current health history information and for establishing future goals for such individuals, for the purpose of intervening nutritionally. Deep reflection on a personalised nutrition approach to the management of chronic illness is integral to the module.
This module aims to enable students to justify and rationalise a person centred nutrition approach to promote healthy aging and longevity taking account of the health of the conceptus, pregnancy, infancy, childhood, adolescence and all stages of adulthood. The module takes a central focus on the potential impact of multiple gene effects and how diet, environment and lifestyle might impact on gene expression. An ability to deeply reflect on the efficacy of a person centred approach to promote healthy aging and to maximise lifespan is integral to the module aims.
Personalised Sports Nutrition not only relates to the 'elite' athlete but extends to the increasing number of individuals engaging in competitive sporting activities. A significant number of sporting individuals sustain injuries, train alongside other health problems and train in a way that puts their health under strain. The major aim of this module is for students to critically review the evidence base for tailored personalised functional nutrition interventions for the healthy 'competitive' athlete and the sporting individuals who are training alongside other health problems. This module is not aimed towards nutrition and exercise for rehabilitation following chronic illness.
This module aims to consolidate the development of professional skills in preparation for the workplace and to increase awareness of the context of nutrition in the workplace, which may be varied and controversial. Through development of a thorough understanding of the health and nutrition workplace environments, including corporate, clinical practice and community-based projects within local, national and international environments, the module will provide opportunities for students to evaluate the actions required to attain their professional goals. This will be supported through the generation of a professional portfolio to demonstrate a range of experiences, competencies and skills in preparation for the workplace and via formulation of a network of contacts and work opportunities to enhance career options.
