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.
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.
This module develops from CND 513 Research Methods in providing the opportunity for students to progress from concepts and planning of scientific research including ethical and resourcing issues to the execution of a piece of novel research in the form of an individual project undertaken over the course of the year. Students are expected to produce an account of their project written in the style, format and discipline compatible with published work as found in a peer reviewed scientific journal. Working within an appropriate epistemology, students are welcome to research in areas that are practical or theoretical, experimental or literature based, qualitative or quantitative, objective or phenomenological. Students must seek ethical approval for their project if it involves human participants or human data before commencing their research.
This module aims to introduce students to the strengths and limitations of individuals applying nutritional interventions to maintain health and prevent disease based on evidence informing population guidance. The module will encourage students to apply their developing critical thinking skills and evaluate popular beliefs and behaviours across a broad-range of food and nutritional issues.This module provides students with the opportunity to begin to develop necessary skills for creating and presenting public-centred information about nutrition and health.
This module further develops the ideas of critical enquiry introduced at level 4. The aim of the module is to further develop student understanding of the scientific method and the statistical approaches that underpin nutritional and biomedical research, patho-physiological reasoning and evidence based practice. This module also introduces systematic search strategies, critical appraisal forms, and the tools that can be used for the statistical analysis of research data.
IMPORTANT! All students studying the Bioscience Entry Course (BEC) are given 12 months in which to complete it regardless of when their entry point for the degree programme is set. If you need additional time to complete the BEC, then an admin fee will be required in order to maintain access to the internal and external online resources.
Induction for students new to the postgraduate programmes:1) MSc in Personalised Nutrition 2) Postgraduate Diploma (PG Dip) in Personalised Nutrition 3) Nutrition Coach Diploma (NCD)4) Dietary Educator Certificate (DEC)
Induction for students new to the undergraduate programmes:1) BSc (Hons) Nutritional Science 2) Nutrition Coach Diploma (NCD)3) Dietary Educator Certificate (DEC)
Induction for students new to the undergraduate programmes: 1) BSc (Hons) Nutritional Science 2) Nutrition Coach Diploma (NCD) 3) Dietary Educator Certificate (DEC)
Induction for students new to the undergraduate programmes:1) BSc (Hons) Nutritional Science 2) Nutrition Coach Diploma (NCD)3) Dietary Educator Certificate (DEC)
