LAB 3 WHEAT, GLUTEN, & ALTERNATE GRAINS

P.  Connors  PhD  RD

LAB  3     WHEAT,  GLUTEN,  &  ALTERNATE  GRAINS

 

What  is  Gluten?  In  terms  of  nutrition  gluten  is  of  minor  importance.  Gluten  proteins  (gliadins  &   glutenins)  are  high  in  the  amino  acids  glutamine  and  proline  both  of  which  are  listed  as   conditionally  essential  amino  acids  by  the  Institute  of  Medicine  and  as  non-­‐essential  by  the   textbook  author.  Common  to  wheat  and  to  a  lesser  extent  barley,  rye,  and  triticale,  gluten  is  of   considerable  importance  in  baking.  Gluten  develops  when  water  is  added  to  flour  and  the  mixture  is   kneaded  or  combined  to  make  dough.  In  the  making  of  leavened,  or  raised,  breads  gluten  gives   dough  the  capacity  to  absorb  water  and  makes  it  cohesive  and  elastic.    As  fermentation  (yeast  in   bread  dough)  or  a  chemical  reaction  (baking  soda  in  muffin  mix)  produces  carbon  dioxide,  gluten   proteins  stretch  in  an  expanded  cellular  structure  resulting  in  a  light  loaf  of  bread  or  tender  muffin.   Generic  engineering  of  wheat  has  the  potential  to  enhance  desirable  bread  making  properties  by   modifying  gluten  proteins.     Benefits  of  Dietary  Fiber  Dietary  Guidelines  for  Americans  2010  (DGA)  estimates  that  you  need   14  grams  of  dietary  fiber  per  1,000  calories  consumed.  Someone  maintaining  on  2,000  calories   should  include  28  grams  of  fiber  in  the  diet.  Fiber  is  composed  of  carbohydrates  that  people  are  not   able  to  digest.  It  adds  no  calories  to  the  diet  yet  provides  health  benefits  that  include  a  delay  in  the   onset  of  hunger,  softening  of  the  stool  and  prevention  of  constipation,  a  subtle  reduction  in  blood   cholesterol,  and  promotion  of  beneficial  bacteria  in  the  large  intestine.  In  the  US  the  typical  adult   eating  pattern  is  low  in  fiber,  providing  only  about  11  grams  per  day.     Whole  Grains  and  Nutrition  In  addition  to  fruits  and  vegetables,  whole  grains  are  an  important   source  of  dietary  fiber.  DGA  recommend  that  at  least  half  of  the  grains  that  you  eat  be  whole.  Whole   grains  contain  the  entire  seed,  or  kernel  including  the  bran,  germ,  and  endosperm,  and  are  good   sources  of  fiber,  B-­‐vitamins  [thiamin,  riboflavin,  niacin,  folate],  vitamin  E,  selenium,  potassium,   magnesium,  and  iron.  Most  commercial  breads,  snacks,  and  breakfast  cereals  contain  refined  grain   that  has  been  milled  to  remove  the  bran  and  germ,  leaving  only  an  endosperm  that  is  composed  of   starch.  Refined  grains  are  low  in  fiber,  vitamins,  and  minerals.  Food  companies  enrich  foods  made   with  refined  grains  by  replacing  nutrients  that  were  removed  during  milling.       Whole  grains  common  to  the  US  food  supply  include  whole-­‐grain  wheat,  whole-­‐grain  oats,  whole-­‐ grain  corn,  popcorn,  brown  rice,  whole  rye,  whole-­‐grain  barley,  wild  rice,  buckwheat,  triticale,   bulgur,  millet,  quinoa,  and  sorghum.  Although  breads  and  breakfast  cereals  list  grain  as  a  major   ingredient,  widespread  use  of  refined  grains  reduces  their  value  as  a  source  of  fiber.       Food  Labels  A  useful  source  of  information  on  ingredients  in  manufactured  products  is  a  food   label.  The  U.S.  Food  and  Drug  Administration  (FDA)  Center  for  Food  Safety  and  Applied  Nutrition   regulates  the  appearance  and  information  found  on  Food  Labels  and  Nutrition  Facts  Labels.  Labels   are  required  for  most  prepared  foods,  including  breads,  cereals,  canned  and  frozen  foods,  snacks,   desserts,  and  drinks.  Nutrition  labeling  for  raw  produce  (fruits  and  vegetables)  and  fish,  which  are   categorized  as  “conventional”  foods,  is  not  required.

 

 

Lab  3  Wheat,  Gluten,  and  Alternate  Grains

P.  Connors  PhD  RD  2

Principal  Display  Panel  (PDP)  of  a  package  must  contain  the  name  of  the  food  and  a  net  quantity   statement  that  specifically  states  how  much  the  package  contains.  The  PDP  is  the  area  of  a  package   label  where  a  consumer  is  most  likely  to  look.  The  Information  Panel  is  to  the  immediate  right  of   the  PDP  and  includes  the  name  and  address  of  the  manufacturer,  packer  or  distributor,  the   ingredient  list,  as  well  as  nutrition  labeling.  Use  the  PDP  to  determine  how  much  a  package  contains   and  how  to  contact  the  manufacturer  for  more  information.     Ingredient  List  The  food  label  has  a  list  that  itemizes  ingredients  in  descending  order  of   predominance.  If  water  present  it  is  considered  an  ingredient  and  included  in  the  list.  A  trace   ingredient,  or  one  that  is  present  in  a  small  amount,  is  listed  if  it  has  a  function  in  the  finished  food.   The  statement  “may  contain  corn,  soybean,  or  peanut  oil”  is  an  example  of  an  alternate  listing  that  is   included  when  the  manufacturer  is  unable  to  predict  which  fat  or  oil  ingredient  will  be  used.   Generally  speaking,  the  first  five  ingredients  make  the  greatest  contribution  to  the  finished  produce   and  are  present  in  the  largest  amount.  For  example,  someone  who  wishes  to  limit  intake  of  high   fructose  corn  syrup  might  avoid  a  food  where  it  appears  among  the  top  ingredients.  When  an   approved  chemical  preservative  is  added  to  a  food,  the  ingredient  list  includes  both  the  common  or   usual  name  of  the  preservative  and  the  function  of  the  preservative  by  including  terms  such  as   “preservative,”  “to  retard  spoilage,”  “a  mold  inhibitor,”  “to  help  protect  flavor,”  or  “to  promote  color   retention.”  People  with  allergies  check  ingredient  lists  to  determine  if  any  substance  that  they  wish   to  avoid,  such  as  gluten  [wheat],  peanuts  or  sulfate,  is  present.       Examples  of  Ingredients  that  Contain  Gluten

• White  or  whole  wheat  flour       • Graham  flour   • Bulgur   • Durum  wheat   • Triticale  (a  cross  between  wheat  and  rye)   • Kamut   • Farina   • Semolina   • Spelt   • Wheat  germ   • Wheat  bran   • Barley  (malt  &  malt  vinegar)   • Rye

Examples  of  Food  Additives  that  Contain  Gluten

• Starch   • Modified  starch   • Malt  flavoring

 

 

 

Lab  3  Wheat,  Gluten,  and  Alternate  Grains

P.  Connors  PhD  RD  3

Examples  of  Foods  that  Typically  Contain  Gluten   Pasta,  couscous,  breads,  flour  tortillas,  cookies,  cakes,  pies,  muffins,  pastries,  cereal,  crackers,  beer,   oats,  gravy,  dressing,  sauces,  broths,  soups,  soup  bases,  breadcrumbs,  croutons,  French  fries,   imitation  fish  or  meat,  processed  lunch  meats,  hotdogs,  matzo,  chips,  candy,  salad  dressing,  self-­‐ basting  poultry,  soy  sauce,  rice  and  pasta  mixes,  and  seasoned  snack  foods  such  as  potato  chips.       Foods  May  Contain  Gluten  Due  to  Cross-­‐Contamination   Cross-­‐contamination  occurs  when  gluten-­‐free  foods  come  into  contact  with  those  that  contain   gluten.  This  happens  during  milling  or  manufacturing  when  the  same  equipment  is  used  for   ingredients  that  contain  wheat  and  those  that  do  not.  Cross-­‐contamination  also  occurs  at  home   when  surfaces,  utensils,  and  appliances  are  not  thoroughly  cleaned  after  use.  Never  assume  that   wheat  free  is  also  gluten  free.  As  a  rule  of  thumb,  assume  that  oats  are  contaminated  by  a  gluten   containing  ingredient  such  as  wheat.       Examples  of  Uncontaminated  Foods  that  Typically  Do  Not  Contain  Gluten

• Fresh  fruits  and  vegetables   • Potatoes   • Beans     • Hominy   • Seeds   • Unprocessed  nuts   • Fresh  meats,  fish  and  poultry  that  has  not  been  breaded,  batter-­‐coated,  or  marinated   • Dairy  products  to  which  wheat  based  preservatives  or  additives  have  not  been  added

Examples  of  Uncontaminated  Seeds  &  Grains  that  Typically  Do  Not  Contain  Gluten

• Amaranth   • Arrowroot   • Buckwheat   • Corn/cornmeal   • Flax   • Millet   • Quinoa   • Rice     • Soy  flours  (if  no  wheat  products  added)   • Sorghum   • Tapicoca   • Teff

Nutrition  Facts  Labels  To  determine  the  nutritional  content  of  packaged  food  or  drink  use  the   Nutrition  Facts  Label.  Key  label  components  include  (1)  serving  size,  (2)  calories  and  calories  from   fat,  (3)  listing  of  fat,  carbohydrate,  sodium,  cholesterol,  and  protein  accompanied  by  the  number  of   grams  or  micrograms  of  each  as  well  as  percent  daily  value  for  some,  (4)  listing  of  vitamin  A  &  C,   calcium,  and  iron  accompanied  by  percent  daily  value,  and  (5)  a  footnote  describing  the   relationship  between  the  percent  values  and  a  2,000-­‐calorie  diet.  Use  Nutrition  Facts  Labels  to   make  the  best  grain-­‐based  purchase.  If  a  food  is  made  with  grains,  such  as  breads  and  cereals,  look   for  a  minimum  of  3  grams  of  fiber  per  serving  with  a  goal  of  25-­‐30  grams  per  day.  In  this  case,  more   is  better!

 

 

Lab  3  Wheat,  Gluten,  and  Alternate  Grains

P.  Connors  PhD  RD  4

What  is  Celiac  Disease?    Celiac  disease  is  an  autoimmune  disease  coupled  with  a  digestive   disorder  that  precipitates  malnutrition.  The  immune  system  of  a  person  with  celiac  disease   responds  to  gluten  in  food  by  attacking  healthy  villi  in  the  small  intestine  and  destroying  their   capacity  to  absorb  nutrients  from  digested  foods.  A  person  with  active  celiac  disease  becomes   malnourished  regardless  of  how  much  is  eaten.  Genetic  in  origin  celiac  disease  either  presents  in   early  childhood  or  is  triggered  later  in  life  by  trauma,  pregnancy,  surgery,  or  other  high  stress   physiological  events.  Poor  absorption  of  a  range  of  nutrients  including  calcium,  iron,  thiamin,   riboflavin,  niacin,  and  folate  results  in  lack  of  growth  in  children  and  overall  poor  health.  Children   with  celiac  disease  experience  diarrhea,  vomiting,  weight  loss,  constipation,  pain,  and  bloating.   Adults  often  exhibit  non-­‐digestive  symptoms  including  anemia,  osteoporosis,  bone  and  joint  pain,   fatigue,  and  skin  rash.  Elimination  of  wheat  and  other  gluten-­‐containing  substances  dampens  the   immune  response,  reduces  inflammation,  and  prevents  villi  destruction.  Blood  tests,  intestinal   biopsies,  and  the  presence  of  dermatitis  herpetiformis  are  used  to  diagnose  celiac  disease.   Adherence  to  a  gluten-­‐free  diet  is  the  treatment  of  choice.       What  is  a  Wheat  Allergy?  Similar  to  an  egg  allergy,  a  wheat  allergy  is  a  systemic  immune  reaction   to  a  specific  protein.  It  is  not  the  same  as  celiac  disease,  which  occurs  over  time  and  is  an   autoimmune  response  that  damages  the  small  intestine  causing  nutritional  deficiencies.  Presenting   within  minutes  or  several  hours  of  exposure,  symptoms  include  skin  rash  and  hive,  coughing  and   wheezing,  swelling  of  the  lips  and  throat,  headache,  and  angioedema,  a  condition  where  the  face   and  mouth  swell.  Avoidance  of  foods  and  substances  containing  wheat  is  the  best  preventive   measure  for  this  allergic  response.       What  is  Gluten  Intolerance?  Unlike  celiac  disease  or  a  wheat  allergy,  gluten  intolerance  is  not  an   immune  response  it  is  solely  a  digestive  one.  It  is  simply  an  inability  to  digest  wheat.  Foods   containing  wheat  move  rapidly  through  the  gastrointestinal  tract  resulting  in  gas,  bloating,   diarrhea,  and  abdominal  pain.  Gluten  intolerance  is  transient  in  nature,  limited  to  increased   gastrointestinal  motility,  and  causes  no  damage  to  intestinal  tissues.  Eliminating  wheat  from  the   diet  is  an  effective  treatment.       How  Do  the  Three  Conditions  Compare?  Celiac  disease  is  the  most  damaging  and  is  associated   with  intestinal  degradation  and  malnutrition.  A  wheat  allergy  can  be  as  simple  as  an  itchy  rash  or  as   a  serious  as  a  swelling  of  the  throat  that  makes  breathing  difficult.  Wheat  intolerance  is  a  passing   response  to  a  substance  that  cannot  be  digested.  Eliminating  wheat  from  the  diet  is  an  effective   treatment  for  all  three  conditions.     REFERENCES     American  Celiac  Disease  Alliance.  http://americanceliac.org/celiac-­‐disease/     The  structure  and  properties  of  gluten:  an  elastic  protein  from  wheat  grain.     Celiac  Disease  at  the  National  Digestive  Diseases  Information  Clearinghouse   http://digestive.niddk.nih.gov/ddiseases/pubs/celiac/       Tosi  P,  Gritsch  CS,  He  J,  Shewry  PR.  Distribution  of  gluten  proteins  in  bread  wheat  (Triticum   aestivum)  grain.  Annals  of  Botany.  2011;108(1):23-­‐25.

Protein

1. Describe protein digestion and absorption. 2. How many amino acids are there? Of the total, how many amino acids are considered essential? List the essential amino acids. What is the difference between essential and nonessential amino acids? 3. Explain how a strict vegetarian (vegan) can be confident of getting enough of the right combinations of essential amino acids. 4. Distinguish between nitrogen equilibrium, positive nitrogen balance, and negative nitrogen balance? When in the life cycle is each of these states expected? 5. What factors affect the quality of dietary protein? 6. Ellie is eight months pregnant and has read about the various tests her baby will have when he is born. Ellie knows you are taking a nutrition class and asks you to explain the purpose and significance of one of these tests, PKU. What would you tell her? 7. Chad M. has been working out with weights for the past year. His results have been modest – the body shaping he expected developed more slowly than he had hoped. Consequently, Chad decided to increase the frequency of his workouts so that he could build more muscle mass. One of the trainers at Chad’s gym learned of his goal and told him that he would have to eat more protein if he really wanted build muscle. Chad usually eats at least three meals a day, and sometimes snacks when his schedule permits. Other weight lifters at the gym told Chad that there was no way he could get enough protein from food. They told Chad that the secret to quick muscle growth involves using a supplemental protein powder. Another friend told Chad that he should consume protein before his workouts. And another said that eating protein right after his workout would be most effective. Chad now lifts weights four or five days a week, typically in the evening after work and classes. He also jogs or rides a stationary bike as often as he can, but he has trouble making time. Chad wants to do everything possible to meet his goal. He is 5’10” and weighs 165 pounds. a. Using the formula in the ‘How To’ box on page 185, how much protein should Chad eat? Hint: Remember that Chad is doing frequent resistance training. Use a protein requirement of 1.2 g/kg/day. Show your work. b. Will eating a lot of protein increase the strength of Chad’s muscles? c. Do you think Chad will have to consume protein supplements to get the total amount of protein he needs? 8. List seven roles of proteins in the body and detail the importance of each role defined.

Conflicting Viewpoints New Paper.

Assignment 1.2: Conflicting Viewpoints Essay – Part II

Synthesizing and Writing

Due Week 4 and worth 100 points

When looking for information about a particular issue, how often do you try to resist confirmation bias by seeking out sources that might contradict your own point of view? This assignment asks you to engage in this aspect of critical thinking.

The assignment is divided into two (2) parts.

In Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in pre-writing to examine your thoughts.

In Part II of the assignment (due Week 4), you will write an essay geared towards synthesizing your ideas. As author E.M. Forster said, “How do I know what I think until I see what I say?”

Part II – Synthesizing and Writing: Now that you have examined your thinking about an issue by pre-writing about your ideas in Part I (due Week 2)–

Write a three to four (3-4) page paper in which you:

1. Present an argument on an issue by stating your conclusion and identifying your premises. In other words, you will state your position (your conclusion) on the topic you selected and give three reasons (your premises) for why you believe as you do.

2. As we saw in Part I of the assignment, the Believing Game is “believing” what you don’t believe – in other words, trying to agree on some aspect of a view that you disagree with or oppose. Describe your reactions to your answers to the “believing” questions based on each of the three (3) premises you identified from the procon.org Website that are opposed to your position.

3. The Doubting Game is “doubting” what you do believe – in other words, trying to disagree with some aspect of a view that you agree with. Describe your reactions to your answers to the “doubting” questions based on each of the three (3) premises you identified from the procon.org Website that are in agreement with your position.

4. Examine at least three (3) types of biases that you likely experienced when you read the premises (reasons) for and against your position on the topic. (Note: Refer to the specific types of biases discussed in Chapter 2 of the Webtext.)

5. Describe whether or not your position on the issue has changed. Indicate whether your premises (reasons) for supporting the issue or not supporting the issue have changed. Explain why or why not.

The paper should follow guidelines for clear and organized writing:

Include an introductory paragraph and concluding paragraph.

Address main ideas in body paragraphs with a topic sentence and supporting sentences.

Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.

Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

You must follow these submission guidelines:

Submit the essay to Turnitin.com and then submit the originality report and final essay with any needed revisions to Blackboard.

The specific course learning outcomes associated with this assignment are:

Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.

Create written work utilizing the concepts of critical thinking.

Use technology and information resources to research issues in critical thinking skills and informal logic.

How Did The Idea Of Social Darwinism Fuel Europeans To See Themselves As Morally Superior To Those They Ruled?

Module 3 – SLP

Challenges in East Asia, 1800-1912

Following a remarkable voyage around the globe, Charles Darwin wrote, in his The Origin of Species by Means of Natural Selection in 1859, that nature favored characteristics most suitable to particular environments: thus, the fittest would survive longest and breed the most.

Darwin’s theories were path breaking for the time but were unfortunately used and extended towards humans to serve as a rationale for Imperialism.

This SLP will look at how this came about and why.

Read the information in the background material, look for more information, and then write a 2 to 3 pages paper answering the following question:

How did the idea of Social Darwinism fuel Europeans to see themselves as morally superior to those they ruled?

Assignment Expectations:

you are expected to:

·          Describe the purpose of the paper and conclusion.

·          Answer the case assignment questions clearly and provide necessary details.

·          Provide a quality argument; that is, no poor sentence structure, no spelling and grammar mistakes or run-on sentences.

 

·          Provide citations to support your argument and references on a separate page.