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= **FACTORS AFFECTING FOOD CHOICES** =

A variety of factors affect our food choices every day. Some factors in these decisions are our geographical location, culture and family. To view the Powerpoint slide show of What the World Eats, click here: 
 * [|Details]
 * [[file:ymfood12/WhatWorldEats.ppt|Download]]
 * 8 MB

Americans make an estimated 200-plus choices regarding food each day, according to Cornell University professor Brian Wansink. Factors you scarcely notice influence many of these decisions. Although the of list of potential contributing factors is long, some are particularly common. Gaining an understanding of these factors may guide you toward making wiser overall choices, gaining improved wellness as a result.

Hunger
Going too long between meals, skipping meals and eating too few overall calories all stimulate hunger, which can influence your food choices. In ancient times, say registered dietitian Sharon Palmer, hunger was often life-saving, prompting early humans to hunt and forage for food for survival. If you experience "starvation," as many dieters claim to, you may crave foods that provide dense amounts of fat, protein, carbohydrates and calories. If you skip breakfast, for example, you may be more likely to choose a juicy cheeseburger and French fries rather than soup or salad for lunch. Intense hunger and meal-skipping can also lead to larger portions, additional helpings and desire for dessert.

Palatability
Palatability, or how pleasing you find particular foods, also influences your choices. Taste, smell, appearance and texture of the food, and your previous experience with the food, contribute to its palatability. A food that once gave you food poisoning, for example, may remain unpalatable, while a dish you have often enjoyed may seem continuously tantalizing. Visually pleasing foods, such as fresh strawberries drizzled with dark chocolate, may appeal more than a plain grapefruit or carrot. High-fat, sweet foods, such as pastries and ice cream, have an "undeniable sensory appeal," according to the European Food Information Council. Also, these foods more often lead to overeating.

Nutrition Facts
In a study published in "Obesity" in Oct. 2009, researchers examined the influence of calorie labels on fast food menus on consumers in New York City. Roughly 27.7 percent of consumers stated that seeing the calorie content influenced their food choices. Although additional research is needed, many people consider the nutrient content, calories and ingredients when purchasing foods at grocery stores and restaurants.

Proximity
Ready access to foods also affects your choices. Having foods at hand commonly linked with cravings, such as chips and chocolate, is particularly likely to increase your desire for them, according to Dietitians of Canada. Living near fast food restaurants may lead to eating meals at those venues more often. Similarly, keeping fresh fruit, vegetables and low-fat milk well-stocked in your refrigerator, rather than pastries and soft drinks, can result in routine healthier food choices.

Parental Factors
Many children develop eating habits similar to those of their parents. If you were raised on a particular cuisine, such as Italian or Asian, for example, you may choose similar foods throughout your life. A parent's attitudes and behaviors related to food, particular a mother's, tend to have a significant impact on a child's dietary habits, according to a report published in the "British Journal of Nutrition" in 2008. If a mother diets or overeats repeatedly, for example, her child is likely to do so as well. Imposing harsh restrictions or rules on a child's food intake can lead to poor overall food choices, overeating and obesity.

Watch this Powerpoint for a complete discussion of the Factors affecting Food Choices: 
 * [|Details]
 * [[file:ymfood12/FactorsAffectingFoodChoices.ppt|Download]]
 * 523 KB

In your table groups, create a list of the last five foods you each ate. Beside each of these foods, list the reason you choose to eat that particular food. As a group, create a mind map that illustrates why we choose the foods we do. This is a list of the factors that you think influence the food choices we make. Post your group’s mind map on the blackboard. You will present two of your group’s reasons to share with the class.
 * Food Choices throughout the Life Cycle – Survey Project **
 * Part A **

Now, each group chooses two of the following factors affecting food choices:
 * Part B **
 * Psychological
 * Emotional
 * Social
 * Cultural
 * Economic
 * Geographical
 * Physical
 * Religious

Each group is to create two questions related to their factor to be used on a questionnaire, to determine food choices at various ages. Your questions must be approved and then typed to be part of the class's questionnaire. These 2 questions will be handed in tomorrow.

The sample population for the questionnaire should include people from the following age groups: school-age children, adolescents, adults, and the elderly. Each of you will be given four copies of the questionnaire and assigned ONE age group to interview. You should return to class on Wednesday with your questionnaires completed.
 * Part C **

Using the completed questionnaires, as a class, we will tally the data collected from all the surveys returned. Results will be analyzed by age group and compiled in the form of graphs. Each table group will be given the results of an age group to be put into a graph. These graphs may be completed using a computer-graphing program or by hand. Each group creates a poster/PowerPoint presentation that displays the results of its research. The powerpoints/posters are presented to the class and displayed in the class for future reference. The powerpoints/posters, graphs and individual conclusion/extension page are due Thursday, April 19th.
 * Part D **
 * As a conclusion and extension to this project, each of you will write a one-page summary that discusses the results of the survey, the factors that affect food choices, how these factors vary by age group, and the limitations of the survey completed by the class. **

The powerpoint/poster should include the following: a) a title b) your research questions c) your tally charts d) a graph created for each question (make sure you include a title for each graph and label the x and y  axis or labels for the pie graphs) e) a brief analysis of the data you obtained – this should be written in paragraph format and include:  • a written summary your graph - what does your graph tell us about the  sample surveyed (a minimum of two sentences per graph)  • What influences the food choices of the sample surveyed? Explain.  • What similarities/differences exist when the data is analyzed by age group?



Morning Class Survey: 
 * [|Details]
 * [[file:ymfood12/Survey1.doc|Download]]
 * 23 KB

Afternoon Class Survey: 
 * [|Details]
 * [[file:ymfood12/Survey2.doc|Download]]
 * 23 KB

= Creating a New Food Product Project =

**The Task:** Working with a partner, you take on the role of a market researcher. Your task is to create a new food product that meets the needs of a particular stage of the life cycle.

**The Process:** //(Fill in the attached sheet):// 
 * [|Details]
 * [[file:ymfood12/NEW FOOD PRODUCT PROJECT.doc|Download]]
 * 25 KB

1. You are to work with a partner to complete this activity.

2. You will randomly be given a stage of the life cycle to research (i.e., infants, young children, school-age children, adolescents, university student, adults, elderly, pregnancy).

3. Create a list of factors that affect personal food choices during your given stage. For example, food for a young child should be colourful and fun. Add to this list the Nutritional Requirements for individuals at this stage.

4. Brainstorm a list of types of food products that would be suitable for your given stage. For example, single-serving foods are suitable for young adults who are living alone.

5. For homework, conduct an investigation at local retailers (i.e., grocery stores, health-food stores), mail-order suppliers, and the Internet about the types of products available.Make a list of products you find and where you found them. You can print pages from the internet or tear pages from magazines as well.

6. When you return to class with your research, your team creates a product that meets the needs of your given life-cycle stage. The product must be NEW and INNOVATIVE and address the factors that affect food choices (see #3 from above). Keep in mind the type of food products that are already on the market.

7. The following is to be handed in: • a rationale (why did you decide to create this product? what needs are you addressing?) • the packaging for the product - be sure to include all REQUIRED labeling criteria • instructions for its preparation and use · a paragraph reflection on your specific tasks for this project, your research, and what you learned from this activity

8. Finally, you will present your new product as part of your Nutrition through the Lifecycles Food Lab, as a commercial break or 'word from our sponsors' part of your cooking show :)



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= **Cuisines Around The World** =


 * [|Details]
 * [[file:ymfood12/Cuisines of the World2.pdf|Download]]
 * 215 KB

In this activity, you will consider the common aspects in all cuisines around the world. You will investigate the use of staple foods as the main components of cuisine, with the addition of flavours such as herbs and spices to enhance the experience of food. In your exploration, you will also consider the conventions of preparing, serving, and consuming foods within the context of the culture.

**Research**
1. Each table group will be assigned two to three countries to research. You will research and list foods that are common to each country. Consider the following: celebrations, gatherings, friends and family rituals, culture, religion, tradition, status symbols, hospitality, etc. 2. Take notes of main points by using a visual organizer, chart, or other organizational strategy. 3. Try to identify the main components of meals or staple foods (rice, wheat and barley, animal products, roots and tubers, maize and millet/sorghum) of each country region. 4. Using your world map, label foods that are common in the different countries. Consider staple foods and the combination foods overall that are derived from the staples. 5. Try to determine factors that influence crops and animals, including proximity to water (fresh or salt), climate, seasons, and general land features. 6. Consider other influencing factors, including social, cultural, economic, religious, emotional, family rituals, religion, status symbol, celebrations. 7. From your maps and discussions, fill in a chart or organizer, detailing at least five different countries/regions, with the main influencing food availability explained. 8. Consider and record the main flavours and spices (hot, sour, bland, salty, spicy, etc.) of each country/region foods. Record this on your map or on an organizer chart. 9. Continue with the your of countries or regions. Identify the typical equipment used to prepare the food. The teacher directs further discussion of etiquette and manners with the use of utensils, both from a cultural perspective and a historical perspective (examples may include: wok, chopsticks, eating with only the right hand and/or eating with the hands, typical garnishes, breads as plates, eating soup with a spoon or sipping, clay stoneware). 10. Additionally, you can describe trends in food-consumption patterns (considering other countries and their local communities). For consideration of food trends specifically related to culture, consider observing products in grocery stores and supermarkets. As there are many country/regional foods available in supermarkets and specialty stores, the teacher may bring in packages and/or sample the foods (e.g., canned or dry curry, pad Thai, peanut satay, frozen ready-to-use stir fries, vegetables and fruits considered particular to some cultures).

**ASSIGNMENT**:
Each group is expected to create a **powerpoint** **presentation** and **food demo lab** wherein you: a) choose a specific region/country; b) describe the Influencing Factors to their food supply/cuisine: Geography & Climate, Culture, Customs & Lifestyles, Religion, Economics, History c) describe the ingredients, flavours and staple foods (Spices/Seasonings, Fruits-dried/fresh, Vegetables, Protein, Starches, Legumes, Grains, and Nuts), food-preparation techniques, and trends in food consumption patterns of the chosen country/region; c) explain the reasons for these common foods and other influencing factors (immigration, religion, etc.); d) plan and prepare a representative food (or foods) from your research; e) present their food and sample the various dishes. Information about flavours, appearance, etc., can be explained during the food lab as well. f) draw comparisons about the use of staple foods and/or flavourings in other regions/countries around the world, and compare to your original maps for any discrepancies.