Greg Senkfor Portfolio artifacts (1)

PORTFOLIO
CLASS SKILLS INVENTORY
CORE COURSES
COURSE SKILL LEARNED DESCRIPTION
OF SKILL USE
TABBED
SKILL AREA
ARTIFACT
NUTR 1100 Writing,
researching,
Critical thinking
Learning to
expands one
thoughts and think
critically, learning
about problems
and issue one
might not have
been aware of.
Understanding the
world around us.
Research,
reading and
writing
Final paper
NUTR 1000
Utilize software
program for nutrient
analysis and
formulate dietary
recommendations
for 3 day food
record
Assess patient and
client dietary
adequacy using
analysis software
and formulate
specific nutrient
recommendations
NUTRITION Nutrient
Analysis
Project
NUTR 2000 Team work,
thinking,
application thinking
Learned to
understand the
relationship of
food and age
NUTRITION
NUTR 2200 Technical kitchen
skills
Learning the
interaction of food
and the climates
that make them up,
and how they can
be manipulated
NUTRITION Lab reorts
NUTR 2990 professionalism How to be a
professional
NUTRITION
NUTR 3300 Mastercook, team
work budgets
How to understand
the purchasing
side of food
NUTRITION Menu
planning
project and
narratives
NUTR 3000 Power point,
presentations team
work
Understand the
science behind
metabolism
NUTRITION Projects on
micro and
macro
nutrients

NUTR 3100 Menu writing,
mastercook
How to
realistically make
changes to the
food and how to
manage and
control that
NUTRITION Food
treatment
analyzing
NUTR 4901 Linkdin,
professionalism,
writing
How to enter the
professional world
Research,
reading and
writing
4903 Knife skills,
recipes, kitchen
management
Team work, and
how to organize
and run a kitchen
and how to exist in
a kitchen
NUTRITION
SCIENCE/ANALYSIS COURSES
OF SKILL USE
TABBED
SKILL AREA
ARTIFACT
BIOS 1030 Research skills, Understand the
world around us
and the biological
science behind it
sciences
BIOS 1300
BIOS 2210 Lab skills, research,
interpreting articles
Understand lab
skills to visualize
how the worl of
micro biology
works
sciences
BIOS 2215 Social media
porject
BIOS 2250
CHEM 1200 Chem lab skills, lab
rules, lab protocols
sciences
CHEM 1210
MATH 1200 Basic math, online
programs, stats
programs, spss
Applicable
PSY 2110 Stats research
projects and
presentations
BUSINESS COURSES
OF SKILL USE
TABBED
SKILL AREA
ARTIFIACT
ACCT 1010
ACCT 1020
Managing money,
understanding
budgets, balancing
money flow
How to manage
money especially
in a business
setting
Applicable
MGT 2000
Critically thinking
about your work
environment.
Understanding
different work
environments and
how to handle
Applicable

conflict knowing
there is no right or
wrong answer
ECON 1030
Understanding how
microeconomics
work
How to predict
and understand
microeconomic
environment
Applicable
SOCIAL SCIENCE COURSES
OF SKILL USE
TABBED
SKILL AREA
ARTIFACT
PSY 1010
How the mind
works
Thinking about
why people may
act the way they
do through
training
Research,
reading and
writing
CIA paper
ANTH 1010
How people
interact
Noticing social
trends and the
influences it has
Research,
reading and
writing
obsevation
FINE ARTS
GENERAL EDUCATION COURSES
OF SKILL USE
TABBED
SKILL AREA
ARTIFACT
ENGL 1510
How to write,
writing process,
application writing
Learning how to
express myself
and develop my
ideas understand
different rhetoric’s
Research,
reading and
writing
Writing
projects
J COURSE
Personal
statements and
health care
thinking
broacher

HLTH 2300
Public health
awareness
Research,
reading and
writing
HLTH 2030 Why am I a public
health educator
Learning the tools
needed to
understand ones
role as a health
educator
Philosophy
statement
HLTH 2050 Inclusion, diversity,
asking why
Understanding
how STI work and
how that
incorporates with
health education
3300 narrative
While completing the menu planning project, we experienced some troubles with
MasterCook as well as using the Excel documents. The troubles with MasterCook were
mostly with scaling the recipes. We struggled with figuring out what units to use for each
of the ingredients. We solved this problem by converting the cups, teaspoons, and
tablespoons of foods to ounces, then leaving the foods such as eggs, bread slices, and
other individual foods as they were. The Excel documents seemed to be a bit confusing
at first, but once we worked together to figure out what numbers belonged where, we
were able to figure it out. Another struggle we had was trying to decide all of the recipes
to use. There were so many food options that we needed to include that it was tough to
narrow down and make a variety of meals. We had to remember to include a main
entree and a couple sides for each meal. The other struggle was with thinking of foods
that would pair well together, but would also be kid friendly. We wanted the kids to enjoy
the foods we offer them, but also to start learning how to follow a healthier diet. The
struggle with teaching kids to follow a healthy diet is that they may not always like
typical healthy foods that adults may enjoy.
In order to incorporate healthy and kid friendly foods in our menus, we used
recipes such as peanut butter banana oats and fruit salad; both of these options provide
health benefits from the oats, bananas, and variety of fruits, but they are also enjoyable
for the children. The oatmeal is sweet from the peanut butter and the fruit is colorful,
which is pleasing to the child’s eye. To include options that will get them more

accustomed to new foods, we included recipes such as lasagna and reuben
sandwiches. Lasagna is an example of a food that they will be exposed to fairly often in
the future, so it is good to get them to start liking it at a fairly young age. Reuben
sandwiches are a good way to incorporate new meats in the child’s diet. Children are
typically used to eating chicken from the consumption of chicken nuggets, so
introducing them to new meats slowly will help them learn to try new things.
We learned about the struggles of figuring out how much food we are able to
provide based on the money we have available. We also learned that it is difficult to find
a variety of foods that will please the majority of people. It is a fact that not everyone will
be satisfied with the options, so we just needed to figured out menu plans to please
most people. Using past knowledge to plan what foods we provide is beneficial; we
have previous knowledge that kids are picky and do not typically like mixed foods with a
lot of different elements to it, so we tried limiting the amount of recipes that were more
complicated. We decided to include some complicated recipes in our menu cycle in
order to introduce the children to new foods.
In order to split up the work evenly, one person made the different meals for
breakfast, lunch, and dinner while the other two started putting the recipes for those
meals into MasterCook. This ended up working well because those two people could
get used to MasterCook and get the work done more efficiently. Once the meal planner
finished making all of the meals, they started working on the Excel documents. Once we
were finished with inputting the recipes into MasterCook, we went to the library to finish
the Excel documents, correct the executive summary based on the suggestions, and
write the narrative and menu cycle design.
MasterCook could be used in future careers in order to put our own recipe books
together. If we are working with a client that needs to follow a vegetarian diet, we could
put recipes together based on their preferences and input them into MasterCook. This
will allow us, as dietitians, to provide a recipe book to clients that contain healthy foods
that are catered to their preferences. Having recipes to follow that they will enjoy will
increase the likelihood that they consume the healthy foods that we put into the book for
them. Increasing the chances that they will eat and enjoy healthy foods increases their
overall health and decreases their risk for developing future diseases. The layouts for

the demand sheet, budget document, etc. would be helpful to have in the future if we
decide to conduct tastings or want to cater food for an event. This will help us to know
how much we need to spend on food and what food we are bringing to the event.
Menu Cycle Design
The menu created for elementary schools in the Athens community is ideal
because it includes a variety of food options. It allows picky eaters to get foods that they
like, but also allows children that are more adventurous with their food choices to pick
foods that they have never tried before. The fact that we are providing breakfast and
lunch consistently at the same time every day helps aid in picky eaters getting over their
pickiness (Mayo Clinic 1). This helps the teachers know when the kids are going to be
eating next, so they know not to feed the children snacks too close to lunchtime.
It is also ideal for the area because local foods such as corn and the Paw Paw
fruit were incorporated in some of the meals. Both of these foods are grown locally in
the Athens area. This allows children to taste foods that come from where they live.
Teaching them to eat locally from a young age can help teach them to eat healthier as
well as shop locally. While one of the main goals is to teach the children how to eat a
healthier diet, eating local foods helps aid in this goal. Local foods tend to have more
nutrients because they are fresher and have not been sitting around or transported,
spending time to decrease in their nutrient density (Klavinski 1). As they learn to enjoy

fresh, local produce, they also increase their health while helping to support their local
farmers and economy.
The individual recipes on the menu were also chosen for reasons to benefit the
children. Picking simple, yet healthy foods such as oatmeal, scrambled eggs, and fruit
cups increases the child’s exposure to these foods. The more often they are exposed to
something new, the more likely they are going to like it. Decreasing the pickiness of
people from a young age can help prevent their pickiness turning into a more serious
problem as an adult (Nelson 1). If an adult is very picky, it can prevent them from
following a healthy lifestyle and can potentially cause eating disorders and depression
(Nelson 1). We want to prevent this as much as possible, which is part of the reason we
decided to include such a wide variety of foods in our menu cycle. Children are attracted
to colors and fun shapes, so using many different colored fruits cut into fun shapes
would increase the chances that the child will enjoy eating the fruit cups. They also tend
to enjoy more sugary foods, so we chose fruits that have a sweeter taste, but still have
a lot of nutrients to aid in their growth. We include a lot of healthy recipes in our menu
because the main goal for a person’s diet is that it is health overall. Foods such as
cookies and lasagna were included in some meals because it is still okay to include
some rather unhealthy foods in one’s diet. In order to get kids to eat a healthy diet, the
diet should be healthy overall; this does not mean that less healthy foods should be
eliminated completely (Paul 1). Moderation is the key for all diets.
Another important factor we considered when creating the menus was that we
are feeding such a wide range of ages. The children being served are ages 6-11, but we
also had to consider the fact that teachers would be eating as well. Foods such as

chicken nuggets and french fries were included to make sure that the children enjoyed
the foods offered, but lasagna and turkey burgers were included to make sure the
teachers enjoyed the food selection. This is also important because 6 years have a
much narrower taste in food than 11 year olds. Older children have been exposed to
more complex foods than younger children, so they will be more likely to enjoy the more
complex foods.
When dealing with kids and adults, a big challenge is lining up their interests and
tastes in food while trying to incorporate “healthy” foods. Both of these groups gravitate
away from many healthier options due to their pickiness. We found that by finding a
common theme with some of our food could help bridge this gap. By sticking with a
certain profile at times, it allowed us to take something like picnic and barbeque-type
foods to a new level. Kids and adults like burgers, corn on the cob, baked beans and
other sides one might typically find at social gatherings. We took this idea and added
healthier options to mix in like veggie sticks and fresh fruit cups, as well as replacing the
burger with a turkey burger instead to reduce red meat consumption in their diet by
replacing it with a lean cut ground poultry (Mayo: meat and poultry).
When thinking of home cooking and how people eat out on a regular basis, the
idea of common breakfast foods come to mind. Everyone likes to gravitate towards
sweet foods, so by having the option of french toast and pancakes, we are catering to
this craving. Offering these options this helps bring people to the table to eat where we
can then feed them more nutrient dense foods such as eggs, fruits, oatmeal, and
yogurts which can often be a healthier addition to a meal. Encouraging both kids and
adults to consume these nutrient dense foods, we are helping people work towards their

daily nutrition needs. These are all good sources of calcium, protein, and fiber.
Increasing the fiber content in both childrens’ and adults’ diets through grains (in the
oats) and from fresh fruits, we are helping tackle problems like high cholesterol, obesity,
and diabetes. Fiber helps people feel more full while providing other benefits to
everyone's health absorbing fats, and making the body uptake and use cholesterol in
their body. Promoting heart health as well as a regular bowel movements which has a
number of benefits in and of itself (Essential fiber:mayo clinic).
For the budget sheet we chose a population of 1000 people because this is
roughly about the number of people that we will be feeding each day. This number
accounts for the children attending the elementary school as well as the teachers and
other faculty members there. For the feeding weeks, we picked 52 weeks because that
is about the amount of weeks that we will be serving food for the school year. This is
about how long the average school year is, excluding breaks, weekends, and summer.
For the day per period, we put five because we will be serving food Monday through
Friday, which is only five days per week. By multiplying these three numbers
(population, feeding week, and day per period) together, we get the volume per budget
period.
In our menu, our volume per budget period was $260,000. This is the cost of the
amount of food we would buy per budget period, which would be our 52 week period,
for our elementary school. In the percent per meal period, we gave breakfast 40%, a
higher percentage than lunch and dinner. We did this because when looking at our
menu, we have the most options available for breakfast. Since there are more options it
requires more money to afford the ingredients to make those recipes. We decided that

lunch and breakfast were about 30% per meal period because we had about the same
amount of options for lunch as we did for dinner. For lunch and dinner, there were
some days where there was nothing being served for a specific food category. There
was always something being served for every food category for breakfast every day of
the five day week period. This makes breakfast the most expensive per person and
lunch and dinner the about same price per person, but cheaper than breakfast.
Children's nutrition: 10 tips for picky eaters - Mayo Clinic. (2014, September 6).
Retrieved October 20, 2016, from http://www.mayoclinic.org/healthy-lifestyle/childrens-
health/in-depth/childrens-health/art-20044948?pg=2
Dietary fiber: Essential for a healthy diet - Mayo Clinic. (n.d.). Retrieved October
15, 2016, from http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-
eating/in-depth/fiber/art-20043983?pg=2
Klavinski, R. (2013, April 13). 7 benefits of eating local foods | MSU Extension.
Retrieved October 20, 2016, from
http://msue.anr.msu.edu/news/7_benefits_of_eating_local_foods
How meat and poultry fit in your healthy diet - Mayo Clinic. (n.d.). Retrieved
October 18, 2016, from http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-
eating/in-depth/food-and-nutrition/art-20048095

Nelson, J. K., R.D. (n.d.). Selective eating: When picky eating persists - Mayo
Clinic. Retrieved October 17, 2016, from http://www.mayoclinic.org/healthy-
lifestyle/nutrition-and-healthy-eating/expert-blog/selective-eating/bgp-20056278
Paul, M. (2016, October). Healthy Food for Kids: Nutrition Tips for Children and
Teens. Retrieved October 20, 2016, from http://www.helpguide.org/articles/healthy-
eating/nutrition-for-children-and-teens.htm
Psy 2110 Research Report
#3/Presentation
McCarthy Source http://www.usda.gov/factbook/chapter2.pdf
Group: Josh, Greg, Jeremiah
Over the last 60 years, the amount of food that Americans consume on an average day
has increased dramatically. One study from usda.gov indicates that total caloric intake per day
has increased by nearly 25%, compared to 1957 where the average American consumed 800
more calories per day. In addition, the rate that people eat out rather than cook has increased in a
similar fashion. In 1996 32% of all food was consumed away from home, compared to 18% in
1970. In particular meat consumption has skyrocketed, compared to our 1950s counterparts we
eat 57 more lbs of meat per year, mostly in the form of poultry.
Our group was curious to see how many meals per week that include meat do people eat.
To test this we asked 60 female college students how many times per week do they eat meat in a
meal. There are 20 sophomores, 20 freshmen, and 20 seniors. We gathered our data through an
anonymous online survey site. This anonymous online survey site, Surveymonkey, recorded the
participants responses one at a time. Responses were recorded within a six day span. We chose to
study this topic as nutrition is important, and we want to know if people are eating an unhealthy

amount of meat compared to our 1950s counterparts. Additionally meat used to be scarcer than it
is today. At many fast food places you can buy a hamburger for less than a dollar, and not only
has meat consumption gone up, the nutritional quality of the meat we eat has gone down, due to
various processes like earlier slaughter and raising leaner animals.(usda.gov/factbook).
We controlled for a variety of factors, we chose to only poll females so that there
wouldn't be a discrepancy in nutrition required between genders. The choice of
sophomore/junior/senior is interesting, because those groups are very close in a lot of ways, but
also experience a large amount of changes in thinking and behavior over a relatively short time
span. Given the nature of Athens, there is reliable access to food including fruits, vegetables, and
of course meat, all of the people who eat meat in Athens do so by choice not necessity. Meat is
abundant not just on campus at Ohio University, but Athens in general, and has essentially
molded itself into a majority of college diets.
Some things we could not control for included age, while most college students fall into
the same age group of about 19-23 years old there are many people who don't fall into that age
range and are considered underclassmen. We did not control for dietary habits like vegan or
vegetarian, eating disorders, or whether or not someone cooks versus eating out more
frequently. Income was not controlled for in this study and how much income you earn,
determines how much meat you could purchase, and therefore consume.
We expect to find that most people eat about 14 meals per week containing meat, or 2 per
day, and that seniors consume significantly less per week when compared to underclassmen due
to experience, and better diet habits that come with age.

Our dependent variable is number of meals containing meat consumed per week on
average, and our independent variables are female college sophomores, female college juniors,
and female college seniors.
Below is the raw data that was collected.
Sophomore 0 Juniors 10 Seniors 12
Total 179 Total 260 Total 158
As you can see from our raw data table, there were a surprising amount of people who ate
a full 3 meals a day containing meat, and you can clearly see that juniors eat more meat than the
other class ranks, this could be related to a factor like Off campus housing. When we see
numbers like 21 and 14 this could both indicate that every meal that was consumed contained
meat. But that some people clearly had three meals per day while the other people could have
only had 2 meal per day. The Zero’s in the data might also indicate they not only didn’t eat meat

but they could be vegetarian/vegan or possibly not officially. As we can see most people most
likely ate more meal with meat than without. Very few clearly should with low scores that they
rarely ate meat in a meal throughout the week.
Statistics
a
Amount of Meals Containing Meat Consumed per Week
N Valid 20
Missing 0
Mean 8.95
Median 9.00
Mode 10
Std. Deviation 4.883
Variance 23.839
Range 21
Percentiles 25 6.25
50 9.00
75 11.50
a. Class = Sophomore Students
Statistics
a
N Valid 20
Missing 0
Mean 13.00
Median 14.00
Mode 14
Variance 28.526
Range 21
Percentiles 25 10.25
50 14.00
75 15.50
a. Class = Junior Students

Statistics
a
N Valid 20
Missing 0
Mean 7.90
Median 7.50
Mode 7
Variance 17.884
Range 14
Percentiles 25 5.25
50 7.50
75 11.00
a. Class = Senior Students
There are three assumptions associated with a One Way Analysis of Variance (ANOVA),
The first one is heterogeneity of the Variance. Our variances were 23.8, 28.5, and 22.9, all well
within the four times guideline. The second assumption is Normality, meaning that our scores
are distributed in a roughly even manner. Of the three assumptions Normality and Homogeneity
of Variance can both be violated a little bit without invalidating a data set. The final assumption
is, however, is critical. Independence of Observations demands that data is collected carefully so
as to not alter the answer of the people you are polling, for examples asking an entire group of
people will yield more similar results than asking them one at a time in private, if you violate
independence you could have an entire data set that is absolutely worthless. We don’t think we
violated independence of observations because we used an anonymous survey, where no one can
see each other’s scores.

Below are our histograms showing that we did not violate normality:

To test this theory we used the three data sets we have collected and used SPSS to
conduct a one way analysis of variance (ANOVA). Our null hypothesis is: “There is no
significant difference in the amount of meals containing meat consumed per week between the
groups sophomores, juniors, and seniors.” H0: μSophomore= μJunior= μSenior. Our alternative hypothesis is:
“H1: At least one group mean will be significantly different in regards to amount of meals eaten
per week containing meat when comparing the groups Sophomores, Juniors, and Seniors." Using
Howell 2014 we obtained the critical value F0.05(2,57)=3.18, using DFgroup =2 and DFerror=57.
ANOVA
Study
Sum of Squares df Mean Square F Sig.
Between Groups 290.100 2 145.050 6.194 .004
Within Groups 1334.750 57 23.417
Total 1624.850 59
Our ANOVA found a F value of F=6.19 which is quite a bit more extreme than F=3.18
resulting in a Reject of the null. At least one group consumes a significantly larger amount of
meals containing meat per week when comparing the groups Sophomores Juniors and Seniors.
Because our value is greater than the critical value it is appropriate to perform a Fischer’s LSD

Posttest to discover which groups vary. The Critical T value for a Fischer’s Post-Hoc test and
alpha=0.05 and DF=57 is t=+/-2.009 Our standard error value was 1.5025. We ended up with T
obt(sophomores-juniors)= - 2.64, T obt(sophomores-seniors)=+0.68, and T obt(juniors-
seniors)=+3.33. Using a Fischer’s Post hoc test there is a significant difference between the
groups Sophomores-Juniors and Juniors-Seniors.
Our effect size is η2
=0.1785, therefore, 17.85% of the variability in number of meals
eaten per week that contain meat can be attributed to Student Class Rank
(Sophomore/Junior/Senior).
In the end Juniors eat significantly more meals containing meat per week when compared
to Sophomores and Seniors, which is quite interesting. Our best theory for it being this way is
that Junior year is the first year that students can live off campus, and in their two years IN
dorms they have not developed good skills for cooking, or shopping for groceries with nutrition
in mind, and may have a heightened desire to eat fast food that they aren’t getting “free” food
very close to home. It’s almost impossible to order from McDonalds and not get some meat. This
partially lines up with our expectations, we assumed that sophomores and juniors would both eat
significantly more meat than seniors who have had more time taking care of themselves, and
hopefully cooking, it was however only Juniors that stood out. Our estimate of people eating 14
meals containing meat per week was actually quite wrong, only Juniors approached that level,
reaching an average of 13 per week, and seniors were nearly half our estimation.
Ultimately we believe people are eating a disproportionate amount of meat today,
especially compared to times of hardship where meat was scarce. We think that the online survey
via Surveymonkey.com works out very well for our needs, i.e. acquiring many data points
quickly during summer session, it would have been slightly nicer to take the time to monitor 60

people for a week, and get very accurate data, but it is beyond our abilities to do this without
breaking independence of observations as people would at become self conscious about their
diet.
Gregory Senkfor
T3: Rob Brannan
Summer 2016
Today we live in a world where food is all around us and one of the biggest rituals of our
day. Yet we are so disconnected from our food and we don’t even realize it. One of the ways that
we are disconnected from our food is not knowing what is in it, or where it came from, or even
how it got to our plates. We turn to fast foods due to our busy schedules because of the price and
convenience of it. We find ourselves buying junk, and processed pre made foods. We don’t make
our meals anymore, instead it is made by some machine in a far off factory. We eat refined
grains, other foods, and rarely do we ever eat “whole foods”. A whole food is a food that is
lacking of additives, hasn’t been stripped of its natural nutrients into smaller components, and is
for the most part, kept intact as much as possible. When whole foods are modified we change
everything about them, even the color, flavor, texture, taste, and nutritional content. For instance,
wheat flours in most breads use white bleached flour which has the bran of the grain removed
and has been bleached white for that perfect white color. When you add the bran back in, you
add all sorts of good fats, B vitamins, iron, folic acid, minerals, natural fiber, and other nutrients
that are only found in that part of the grain. The taste is heartier, there is more of a sweet flavor

ingrained into the bread, it can also be thicker and dryer, and it can retain more moisture in the
mouth feel of the bread. Lastly, you’re not going to have that white bread look at all. When we
lose track of what is whole, we lose many nutrients making us deficient in several of these areas.
Which then makes it seem like when we add these things back to our meals and diets it has some
sort of magical benefit we cannot find anywhere. But in reality we have stripped our bodies from
these key nutrients, that we are simply giving back to our systems.
Through this class I have added much knowledge to my arsenal and reinforced what I
have already learned. This kind of material is not only “eye opening”, but I believe it really
makes you think. On one hand, a complete life style makeover can be sold to us to go full all out
vegan, but on the other hand, it shows us how to think critically and deeply about the simple act
of cooking, eating, and buying foods. These are things we think of on the surface, but not
necessarily in a deep way about what it is REALLY doing to me, my body, and even the world
(the environment). We typically think, “ok I need food”, “well, I like this and that”, “ok I will
just buy this and that.” We think to ourselves “I need some protein, maybe a salad would be nice,
I need eggs, milk, cheese, butter, cream cheese, ect.” We don’t look closer and realize that more
than 60% of what we consume is probably a meat or milk product of some sort. We eat meat
and/or put cheese on everything. Until recently I did not realize how disgustingly obnoxious
everything I am eating has fats, and proteins all from animal products. Also how I just don’t need
all of those calories from various macro nutrients DAILY. This past year I have been accepting
this as one of my core principles and beliefs that food is medicine. We are poisoning ourselves,
weighing ourselves down with all the meat, and the processed foods that we eat.
The new healthy me wants to look outside the box and not rely on animal products to get
me through my day, as my first step. Second, is to find other sources of complete protein

combinations. Third, is to focus on foods that will benefit me, give me energy, boost my immune
system, help my body function better and flow (for example with more natural fiber). Fourth, is
to branch out to master new taste and foods by incorporating it into my cooking. I don’t want to
be one dimensional with my cooking and taste because that limits me at times with certain types
of nutrients I can find in my food. I also want to eat seasonal foods more to understand the idea
of “seasonal eating” in order to rely more on local farmer’s markets, because of the shift in our
culture. Lastly, I want to bring in more raw foods into my diet because cooking even healthy
foods makes one miss out on many nutrients that our foods have to offer. As well as, to better
connect myself with the flavors and taste that our foods provide naturally. The new me wants to
make eating with a purpose seamless and second nature and not a puzzle. I want it to be simple
and be able to pass that onto others. As you know, the Cavs recently won the NBA finals, during
the series when we were down 3-1, I made a pledge with my girlfriend that we would go
completely vegan for a month if the Cavs pulled off the upset. They did, so starting in July we
will be starting our vegan journey for a month. This class has made me appreciate foods even
more than I already do. Never have I ever been so open to new ideas and diets for myself to
incorporate them into a healthy sustainable lifestyle.
For my meals I tried a new recipe, a potato lasagna. I did this because I could easily find
the ingredients I needed for this to make identical dishes. I purchased tomatoes, onions, garlic,
basil, potatoes, and mozzarella cheese from a local market. Then went to the grocery store and
purchased tomato sauce, potatoes, shredded mozzarella cheese, and ricotta cheese. I assembled
these dishes for 3 days, making a sauce from scratch with a simple basic recipe and the two
potato lasagnas. Immediately, I noticed the biggest differences were the salt content and the
sweetness between the two dishes. The processed one was saltier and sweeter in a way that

didn’t fade at all. In my dish, the sweetness and salt content were more complex. It came in
levels of taste rather than a bombardment of flavor. The second biggest difference with the
sauces was the store bought one, the taste and flavors blended together all at once and I couldn’t
differentiate the ingredients. In my sauce there was more depth in the taste and it was simple in
an enjoyable way to experience the ingredients. The cheese was also very different, the mouth
feel and the greasiness was very different. The fresh mozzarella had what people call a “fresher
flavor”, meaning it was less heavy and over powering which complimented the dish more.
One of the topics from this class that I really connect with is the idea of locally grown
food, and the impact industrial farming has on our environment/health. I believe this topic
encompasses much of the themes in this class and relates to everything I have been saying
throughout the course. As we saw and learned in the movies, our current farming system pollutes
everything in its path, including: our water, soil, air and even our government. One of the big
factors apart from animals, is the amount of natural resources used just to produce a tiny amount
of food. For example, it takes on average over 1800 gallons of water from start to finish (from
the grains to be grow for feed, to the animal’s consumption) to put just one pound of beef on our
plates. That in my opinion, is just insane and ridiculous. We also learned in this course that our
food on average travels a couple thousand miles to get to our plate. In addition, we learned how
foods start losing their nutrients during this time to the point that we aren’t benefitting from the
food on our plates like we should be. When food travels this far one can only imagine how much
fossil fuels are used to travel back and forth across the country as well as to farm all those crops.
When foods are grown locally and often time grass fed (in the case of beef). Less resources are
need to get the food to our plates. When food only has to travel a few hundred miles and get to
the stores and restaurant in just 24-48 hours. Again one can only imagine how much less fossil

fuels were used to get that food there. When cows are grass fed they don’t need as much water
plus no water is typically need to grow their feed because nature will often take care of that for
us. Unlike the industrial way which requires all those grains to be grown first. All the benefits of
buying local are amazing from saving the planet, the nutrients in the food, integrity in the food,
the economy, as well as the connection to make the food more inter personal knowing where the
food is from (maybe even knowing who is raising the food face to face). We can learn a lot about
our food and connect with it in more ways to teach our children by interacting with our food
more directly.
References
Boehrer, K. (n.d.). This Is How Much Water It Takes To Make Your Favorite Foods. Retrieved
June 24, 2016, from http://www.huffingtonpost.com/2014/10/13/food-water-
footprint_n_5952862.html
Why Is Local Food Healthier? | Greenopedia. (2015). Retrieved June 24, 2016, from
http://greenopedia.com/local-food-is-healthier/
IHSJ
When it comes to health care I think it is obvious to everyone there is plenty of controversy
everywhere. This is a political, economic, ethical, moral, and a human rights issue all
depending how you look at it. The idea of everyone having access to health care in some way
is something we see in Canada, much of Europe, and other places around the world. But here
in America it is often seen as a crazy idea, and a debating point in our political system. We
have a health care duty in this country to not turn people away and to treat them no matter
what. “The Emergency Medical Treatment and Labor Act (EMTALA) is a federal law that
requires anyone coming to an emergency department to be stabilized and treated, regardless
of their insurance status or ability to pay, but since its enactment in 1986 has remained an

unfunded mandate”. At the end of the day this tab must be picked up, by the patient or the
government.
This EMTALA has its pros and cons. I feel this gives access to health care in a human
right perspective. This act ensure that people are treated and, that they get to live to see
another day. On the other hand, those without money or insurance can get access to
treatments despite not being able to pay for it in any way. Unfortunately, what can be abused
will be abused in our society somehow, someway.
As many people understand hospitals are run to make money like a business. The whole
health care system from care, to rugs is about someone somewhere making a buck or two.
Health care is a commodity, it is useful to someone, and can be bought and/or sold. Also
those with better access to health have fewer choices to make between caring for someone
and other needs of a house hold due to the fact this “commodity” is so expensive for some.
In poverty stricken areas there are large number of people choosing between feed their
children, and health care. People in these area cannot make the best decisions for the health of
their families. For instance, we face a huge problem today with many chronic diseases linked
to our poor diets. The thing is poor diets are cheaper than good diets. This as a result
disproportionately affect those of lower socioeconomic status. These individuals and families
already have no or limited access to health care. Low paying jobs are not providing health
care for their employees. We know that luxury is reserved for those in higher paying full time
jobs.
If we all could imagine being in position where you or your loved one is in need of a
health care service of sorts but couldn’t afford it where would you turn to? If something
happened to someone in this scenario, and they were forced to go to a doctor to find
something wrong in need for intervention, and treatment what would you do? You don’t have
insurance, and your living paycheck to paycheck just to get buy. The question now is, is it fair
for that person in need to suffer or worse. Does health care now become a moral obligation?
Is this an ethical situation now. Should we go with or without treatment? Should the luxury of
being health be reserved for those who can afford it?
Don’t we all deserve to live healthy live to peruse the American dream? But how can this
be obtained. Right now it can’t be due to the extremely high cost of health care. Even people
who have insurance unless wealthy couldn’t afford out of pocket. We face a dilemma here do
we provide health care for all? Do we make health care affordable (we currently don’t have
control to make this happen)? Do we just keep paying out our tax dollars for those who
cannot afford it because someone has to pick up the tab? Health care has become a necessity
due to the health of our citizens and the challenges we face do to our access to resources
across the board. We have a system that is creating sick people due to access to food and
medicine. The treatment, and fight against chronic diseases, and cancers is a costly one. I
believe we as a society, and the system of our society that feed the cycle of poor health and
high cost for health care has defined and created this necessity. We can see the effect in the
rising cost our government has faced these past decades.
We live in a society and system where one is hard bent to survive without health services.
One needs it not just for themselves but for the people around them. Kids can’t be going to
school sick all the time which them effect not just them but their classmates and teachers. We
can’t have sick people just walking around all the time getting everyone else sick. This is why
the necessity for some form of universal care came from. To reduce the cost of people, and
the government. To benefit the health of a population. To protect individuals from having to

make a decision between medicine or food. We need a system that protects and prevents us
from health problems. As Kaiser Permanente set out to peruse is a system in which we can
prevent and catch health problems before they become costly to one’s health, and indirectly
(depending on how you see it) the cost for care.
https://www.acep.org/news-media-top-banner/emtala/
http://www.littletonpublicschools.net/sites/default/files/Preventive%20Services%20Natl%20Flye
r%2011.04.2015.pdf
https://www.healthpovertyaction.org/info-and-resources/the-cycle-of-poverty-and-poor-
health/key-facts/
PSY 5110 Research Report #3
Jennifer Yi, Ling-ling Chen, Gregory Senkfor
Ohio University

This project examined the difference in social hours each week between sophomores,
juniors, and seniors. To meet project requirements, 20 of the sophomores, 20 of juniors, and 20
of seniors participated in online survey. On April 1, 2016, each student completed an anonymous
survey at different times of the day that asked for an estimation of the number of hours the
student spends socializing for any types of activities each week. The operational definition of
socializing was not clearly defined, therefore, all the participants have different interpretations of
socializing. Researchers think time spent studying with friends, eating at the dining hall, or
working out with friends should not be included.
The independent variable is class ranks; sophomores, juniors, and seniors. The dependent
variable is the approximate number of hours per week students spend socializing for any types of
activity. The researcher controlled the university, gender, class rank; all participants surveyed
were female sophomores, juniors, and seniors at Ohio University. However, there are three
things that I could not control for that most likely could have impacted the results. Firstly, each
individual has different definition of socializing hours that could have affected the results of the
data. Some students include the hours of going to the bars, going out for lunch or dinner off
campus, and hanging out with sorority members. Secondly, each individual has different
academic work load that could have affected the available times for socializing. The majority of
students are enrolled for more than 15 credit hours, however, some students have more than 20
credit hours depending on their majors. Lastly, the personal work load such as working hours
could have affected the results of the data.
The researchers chose to study these variables in order to compare and contrast which
class ranks devote more time on socializing. Our assumptions for this project is that seniors will
spend more time socializing each week than sophomores or juniors.

Below is the raw data for all surveyed students (n=60).
Class Rank
Social Hours
per week
Class
Rank
Social Hours
per week
Class
Rank
Social Hours
per week
1 Sophomore 4.00 Junior 5.00 Senior 4.00
7 Sophomore .00 Junior 15.00 Senior 10.00
8 Sophomore .00 Junior 10.00 Senior 12.00
10 Sophomore 3.00 Junior .00 Senior 6.00
Below is the means, and standard deviations of sophomores, juniors, and seniors.
Statisticsa
Hours of spent socializing per week
N
Valid 20
Missing 0
Mean 7.5750
Median 6.7500
Mode 5.00b
Variance 16.955
Range 15.00
Percentiles
25 5.0000
50 6.7500
75 9.8750
a. Class rank of subjects = Junior
b. Multiple modes exist. The smallest value
is shown
Statisticsa
N
Valid 20
Missing 0
Mean 6.1750
Median 6.0000
Mode 6.00
Variance 18.718
Range 15.00
Percentiles
25 3.0000
50 6.0000
75 9.5000
a. Class rank of subjects = Spohmore
Statisticsa
N
Valid 20
Missing 0
Mean 9.0500
Median 8.0000
Mode 16.00
Variance 28.155
Range 14.00
Percentiles
25 4.2500
50 8.0000
75 15.7500
a. Class rank of subjects = Senior

According to the tables above, the researchers can conclude that seniors have a great
degree of variability than sophomores and juniors. The juniors have two modes which are 5
hours, and 15 hours. The standard deviation of seniors is 5.30615, and the standard deviation for
sophomores and juniors are 4.3264 and 4.1176. The means for sophomores, juniors, and seniors
steadily increase from 6.175 hours to 7.575 hours, and seniors with the most time spent
socializing with 9.05 hours.
Below are the histograms for sophomore, juniors and seniors.
All of these graphs are slightly positive skewed distributions. In other words, this means
more of the data in each graph is centralized towards the lower end of hours spent socializing.
Each of these graphs have data that does not fit inside the curve. Seniors have a significant
number of people who could be considered outliers.
There are three assumptions associated with ANOVA. First assumption was the
normality, which the dependent variable was normally distributed in the population from which
samples were drawn. Second assumption was the homogeneity of variance, which the groups
have the same or similar variance. Last assumption was the independent of observation, which
each observation was independent from other observations in the data set. This last assumption is

the most important thing not to violate because the results of the analysis may be inappropriate or
misleading if the occurrences of one class rank socializing affect the other class ranks socializing
per week.
The researchers conducted a one-way between-groups ANOVA with α = 0.05 to
determine if at least one group responded statistically different than the other groups.
Below are the hypotheses:
H0: There is no significant difference in the average number of social hours per week
when comparing sophomores, juniors, and seniors.
H0: μ sophomore = μ junior = μ senior
H1: At least one group mean is significantly different than the other with regard to
social hours per week comparing the groups sophomore, junior, and senior.
According to Howell (2014), Referencing the F distribution, the critical value for making a
decision to reject the null hypothesis is 3.18. The researchers used the F.05 (2, 57) as
degrees of freedom to find the critical value.
Below is the SPSS output of the one-way between-groups ANOVA.
ANOVA
Hours spent socializing per week
Sum of Squares df Mean Square F Sig.
Between Groups 82.675 2 41.338 1.943 .153
Within Groups 1212.725 57 21.276
Total 1295.400 59
Based on SPSS output above, the researchers failed to reject the null because the critical value is
3.18, which falls in the fail to reject area. It is not appropriate to perform Fisher’s LSD Post-Hoc
Tests because it is only used when you reject the null with the significant ANOVA.

Below is the SPSS output of Fisher’s LSD Post-Hoc Tests.
Although the researchers failed to reject the null, we still performed Fisher’s LSD
Post-Hoc Test. The researchers used the conservative number of 50 instead of 57, which
was the actual t-critical value. The t-crit value is 2.009 and the standard error is 1.45863.
The mean difference between sophomores and juniors is 1.40, sophomores and seniors is
2.875, and juniors and seniors is 1.475. Using Fisher’s Post-Hoc Tests, we have significant
differences only between sophomores and seniors.
Below is the output of Univariate Analysis of Variance using eta-squared.
Tests of Between-Subjects Effects
Dependent Variable: Hours spent socializing per week
Source
Type III Sum of
Squares df Mean Square F Sig.
Partial Eta
Squared
Corrected Model 82.675a
2 41.338 1.943 .153 .064
Multiple Comparisons
Dependent Variable: Hours spent socializing per week
LSD
(I) Class rank of subjects (J) Class rank of subjects
Mean
Difference (I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
Sophomores Juniors -1.40000 1.45863 .341 -4.3208 1.5208
Seniors -2.87500 1.45863 .054 -5.7958 .0458
Juniors Sophomores 1.40000 1.45863 .341 -1.5208 4.3208
Seniors -1.47500 1.45863 .316 -4.3958 1.4458
Seniors Sophomores 2.87500 1.45863 .054 -.0458 5.7958
Juniors 1.47500 1.45863 .316 -1.4458 4.3958

Intercept 3465.600 1 3465.600 162.889 .000 .741
Class 82.675 2 41.337 1.943 .153 .064
Error 1212.725 57 21.276
Total 4761.000 60
Corrected Total 1295.400 59
a. R Squared = .064 (Adjusted R Squared = .031)
The researchers found that the effect size is 0.064, which means 6% of the variability in
social hours a week can be attributed to whether you are sophomores, juniors, or seniors.
This project examined the number of hours that students spend socializing for any
activities each week and compared responses between sophomores, juniors, and seniors. The
researcher controlled for university, class rank, and gender. The researcher controlled the
university, gender, class rank; all participants surveyed were female sophomores, juniors, and
seniors at Ohio University. However, there are three things that researchers could not control for
that most likely could have impacted the results. The researcher did not control for differences
between different definition of socializing hours, academic work loads, and personal work load,
which could have contributed to any differences in social hours. Essentially, seniors socialize
more than sophomores or juniors on average per week, which was partially expected. Using
Fisher’s Post-Hoc Tests, we have significant differences only between sophomores and
seniors.
The researchers anticipated that seniors would socialize significantly more than
sophomores or juniors because of the different academic workloads between the groups. For
seniors, it is their last chances to capture the college experiences as socializing with others before
going on to the real world. These experiences benefits seniors to be bale to learn how to handle
social situations and to collaborate with different professionals at the work. The researchers think
the results would remain the same in the larger population if we do not define the social activities

clearly (like we did for this study) because the subjects will interpret it differently regardless of
the campus environment, which could have affected the result across the nation. However, the
researchers also believe that potentially with the right sample size we could find a significant
difference between the classes in number of hours spent socializing. Even though the rigorous
academic work is an important, socializing is a crucial part of the “college experience” in which
is necessary life skill to explore b before one enters the real world post graduation.
Gregory Senkfor
T3
May 27, 2016
Midterm Essay: Caged Free Chickens
As for my topic I chose to talk about the fast food industries change from regular eggs to
cage free eggs. These days we are always talking about either the health of human beings or the
health of the animals now more than ever in our food production system. Recently in the past
decade or so, we are seeing a huge increase in companies become more transparent with how
their food is produced and where it comes from. Today more than ever before, people are
concerned about where their food comes from, if it is being safely processed, or even if the
animals were treated in a humane way. Currently as of April, McDonald’s, Walmart, Taco Bell,
Burger King, Kroger, and other major corporations who produce or supply food to the American
people, have made a commitment to transfer 100% of their egg supply from regular caged
chickens to cage free. This is in response to the overwhelming demand for more humane
environments for the animals (food) that we consume. I believe this change is a major step in the
right direction, especially now that company’s, as big as Walmart, who produces around 25% of
the entire countries groceries, (according to the HuffingtonPost article about Walmart’s
announcement), have taken action. Walmart is a key player and influencer, in the way we as
consumers purchase goods. This is because of their large consumer markets that are provided to

the public, especially groceries. I believe that cage free, although it is not completely humane it
definitely without a doubt the right thing for the industry to do.
By definition according to the Humane Society of America’s website, they do not have
access to the outdoors, and they still have their beaks mutilated (to prevent or reduce death of the
hens by pecking), but Cage free provides more space for each hen. Cage free hens are uncaged,
and are free to do natural behaviors, whereas “free range” hens are the same, except they have
access to the outdoors (which the requirements for this are not exactly defined/regulated). Cage
free hens (compared to the current system) now have space to fly, nest, forage, perch, and just
act like a normal bird. The idea that birds weren’t even able to move around (simply walk) is
crazy for many people, that’s why the people have spoken. Because of this, many companies are
now moving quickly to a 100% cage free egg supply. I think the next step is to improve air
quality for the hens because some studies have shown that there is a possible decrease in air
quality in cage free chicken farming. But the HSUS, and the people support this direction hoping
it continues to improve as time goes on just like any form of innovation.
Work Cited
Gasparro, A. (n.d.). Taco Bell to Switch to Cage-Free Eggs. Retrieved May 25, 2016, from
http://www.wsj.com/articles/taco-bell-to-switch-to-cage-free-eggs-1447685367

How to Decipher Egg Carton Labels. (n.d.). Retrieved May 25, 2016, from
http://www.humanesociety.org/issues/confinement_farm/facts/guide_egg_labels.html?referrer=h
ttps://www.google.com/
Jargon, J. (n.d.). McDonald's Continues Image Shift With Move to Cage-Free Eggs in North
America. Retrieved May 25, 2016, from http://www.wsj.com/articles/mcdonalds-to-source-cage-
free-eggs-in-u-s-canada-1441798121?cb=logged0.7035425569034666
Pacelle, W. (n.d.). Breaking News: Walmart, the Nation's Biggest Food Seller, Says No to Cage
Confinement for Hens. Retrieved May 25, 2016, from http://www.huffingtonpost.com/wayne-
pacelle/breaking-news-walmart-the_b_9620272.html
Strom, S. (2015). McDonald’s Plans a Shift to Eggs From Only Cage-Free Hens. Retrieved May
25, 2016, from http://www.nytimes.com/2015/09/10/business/mcdonalds-to-use-eggs-from-only-
cage-free-hens.html?_r=0
Gregory Senkfor
Culinary nutrition major
HLTH 2030 fundamental of health nutrition
Heather Harmon
I believe that connecting with the world around us through food, and nutrition is key to a
healthy fulfilling life in every aspect of it. Much of life, and even our cultural practices revolve
around food. Food is an intimate thing in our lives that is always there, and needed. Thus our
relationship with it is ever growing with us, and always going to be an important part of our
lives. When all is said, and done with our lives one of the most time consuming consistent thing
we do with our waking time revolves around food. Food is a very valuable thing in our lives due
to the time spent around it and the importance it has to the quality of our existence. I believe that
something like food because of its significance is something that connects us all, and should be
utilized to do so. I believe in the value of healthy relationship with everyone, and the world
around us. Much of our relations are effected or reflected in other relationships we have in our
lives. I believe that relationships of any sorts need worked on constantly. Just like the

relationship with our muscles we need to work them out always improving, and using them in
new or different or adjusted ways.
The purpose of life is to forge connection with the world around us. Many connections
we make revolve around what makes us happy, and bind us to this earth. Those connections are
made possible by others we make with the world that allow us to live, it begins with life, and in
order to sustain that life sustenance is required. Forging our bond with the earth through its
resources. Water the essential resource in life connects everything. From making the food we eat
to nourish out bodies to hydrating our cells to survive. The purpose of health is to measure this
interaction we have with the world around us. It’s not so much a grade we can give to each other
though we can try, it is determined in the end by our bodies as a result of their capabilities. By
that I mean the big picture of what health is. It is different to everyone, what works for one
person won’t work exactly the same for another. What is healthy for one won’t what is for
another. This is important to understand because knowing what is healthy is just the start but
understand what is healthy for an individual is the key to finding ones harmony.
When one finds that center point of health in which their body in functioning like is
should be, not holding them back in anyway is the goal to being healthy. Your body should be
your vehicle you are driving on the road to success not the obstacle in the middle of the road.
The body may need a tune up or fine tuning from time to time but barriers should be left to wat
life throws at us. The education of this is one of mind body and soul. For everyone this is
different. But for everyone there is common ground that is the world around us, though our
environments may be different, what the world can offer is the same. The world offers us
nourishment in many different ways through our relationship with everything in this world.
Many of this can and will revolve around food. Food is an essential building block we all have

but it come in many different shapes, sizes, and styles that are best suited for us. To educate one
another we must be open to discovering and making these block. We all know how to build our
own block but we can teach other to make blocks similar to them but it is up to the individual to
adapt those teachings to their own needs. Education is like a compass for people on their journey
which will point and take everyone on their own paths.
My personal philosophy to health education is one that is realistic. One that involves
giving other both the tools to succeed and how to create those tool. Health to me is more of a
way of thinking than an accomplishment. Health is the continued practice to better our wellbeing
in many different aspects. Health is a muscle that must constantly be worked, challenged, and
pushed. Health is a never ending journey we are all on. So to educate this to someone is like
opening doors and showing that one can go through them and thrive. Limitations of health
education is ones self. But this is something that can be overcome. If one can remain in the driver
seat and not let themselves become the obstacle one will find their path clearer, and less
interrupted. We limit ourselves in what we can do. There is a way to make things work for all of
us I believe. Everyone of us is different and wil require different relationships to get to where we
need to go. We are limited by what we can do that is why the realistic approach to fit into how
we work and into how we can change is the key to success. When we achieve our goals we will
know by not knowing. Sure in some ways we will see the numbers but in the end it is about
sustaining this new health to the point it is a part of our daily life completely unnoticed like
everything else.
The purpose of health education is to guide people in a way that they WILL achieve their
“health goals”. It steers them and effortlessly forces them naturally into the right path and
direction best suited for them. A person is health educated when they can begin to steer for

themselves and be able to adapt the learning to their bodies. Someone will even be able to pass
on their new knowledge in their own way onto other to continue the domino effect of passing on
health education to the next person, so on and so forth.
Health is for you.
It is when you find you place in the universe that works for you.
Then it will be time to pass it on as it was once passed onto you.
Key strategies to succeed in this online course
By: Gregory Senkfor
Commitment to time management
I plan on succeeding in this online course by using many tools/strategies. One strategy I will use is time
management. It is very important for me to not only stay organized but manage my time, by making room
in my schedule for my online course. In order to stay on top of this I will dedicate a certain amount of
time each day to check in on what I need to accomplish this week to make sure I am online
working/studying for this course. Another tool/skill that I need to succeed in this course is good writing
skills. Because this course is online and not in person, therefor I will be communicating with others
through writing. I will make sure my writing is professional and clear so others can understand me.
Commitment is another tool I will be using in this course. I need to make sure I take an interest in the
class as well as the material. I will work through the material with the times and days I have set aside in
order to be successful. This way if I do not understand something I can also have enough time to ask any
questions I may have.
Managing my environment
I plan on being successful in this course by not only managing my time, but controlling the environment
around me in my home. I live in an apartment off campus in Athens, Ohio. I live with one other person
who is also taking summer classes. I am able to focus on school work early in the morning as well as into
the night. My apartment is a quiet environment were I can control the noise level and other possible
distractions by either going in my bed room or family room and have the option to leave and go anywhere
like the library on campus. My apartment is 2 stories’ so I am able to escape to either floor away from the
possible distractions. I do have some other personal obligations just like anyone else, however I am not
fighting traffic or raising a family while taking this course. I will make sure I put aside time to manage
my work in this class by checking in and also making a to-do list. This way I will ensure I have enough
time for all of my obligations.
How I will succeed
Overall, I feel like reviewing and printing out the documents posted on blackboard will help me visualize
the task needed to be completed each day and/or week. This will also help me organize, and navigate

through my course work online so that I am able to locate where everything is in order to reference back
to when needed. By reading all of these tips/advice and placing these tools/strategies in my daily life I am
able to identify and isolate my strengths and weaknesses pertaining to my needs to succeed in this class
(and others). I believe understanding and implementing all of these steps/ strategies will help me better
express myself while writing assignments and communicating with others through this process. This will
also help me to become a part of the online community with my peers and instructor.
Work Cited
5 Tips for Successful Online Students. (n.d.). Retrieved May 15, 2016, from
http://distancelearn.about.com/od/distancelearning101/a/studentsuccess.htm
How to Succeed in Online Courses | Online Learning | Southern Arkansas University. (n.d.).
Retrieved May 15, 2016, from http://web.saumag.edu/online/succeed/
Virtual Learning. (n.d.). Retrieved May 15, 2016, from
https://www.scholarships.com/resources/college-prep/college-classes/online-classes/virtual-
learning/
Micronutrient – Vitamin D
Alexis Bahas, Greg Senkfor, Justine Reichley, and Lautica Appiah
Digestion of the Micronutrient
Dietary vitamin D (D3 and D4)
 Requires no digestion
 Absorbed from a micelle in association with fat in the aid
of bile salts, by passive diffusion
 50% is absorbed in the distal small intestine
 Absorbed in the duodenum, jejunum, and small intestine
 Enters the lymphatic system into the blood
Cholecalciferol (vitamin D3)
 Cholecalciferol starts as 7-dehydrocholestero (4 rings) a steroid
in the body
o The UVB from the sun penetrates the dermis and epidermis and it becomes vitamin
D3
 This takes a few days
 After being absorbed in the duodenum, jejunum, and distal small intestine, it enters the
lymphatic system in the blood

As vitamin D is metabolized, it is transported and used in the body. It then changes forms
slightly:
 When bound to DBP an OH bond is added (also while it heads to the liver)
 Another two Oh bonds are added on the A ring when it goes to the kidney and a carbon to
the chain
o Or just one OH bond is added on the carbon chain depending on body needs
Functions of the Micronutrient
Calcitriol (1,25-[OH]2D3): main active form of Vitamin D
 Two main mechanisms of how Calcitriol act:
o First mechanism: Vitamin D functions like a steroid hormone
o Second mechanism: in many organs in the body, there are nuclear receptors for Vitamin
D
 Vitamin D functioning like a steroid hormone:
o Vitamin D activates the signal transduction pathways by binding to receptors on the cell
membrane
o This binding, particularly in the intestine, bone, parathyroid, liver, and pancreatic beta
cells, trigger a series of events through intracellular signaling and leads to changes in the
body processes
o Ex: There is an increase in calcium uptake in osteoblast and skeletal muscle cells; the
result: bone growth and remodeling
 Nuclear receptors for Vitamin D in bones, the intestine, kidneys, lungs, muscle and skin:
o Calcitriol binds to those nuclear receptors and intiate a conformational change that
allows the interaction of other elements (such as protein)
o The proteins that result on Vitamin D’s interaction on the genes and transcription:
calcium homeostasis
Hypocalcemia (low calcium):
 Stimulates the secretion of parathyroid hormone that stimulates 1-hydroxylase in the kidney
o This enzyme converts 25-OH D3 into calcitriol
o This acts on the target issues and causes the serum calcium concentrations to rise
by traveling to the bone and stimulating the reabsorption of phosphorus and
calcium from the bone in the bloodstream.
o This is done by osteoclasts releasing hydrochloric acid, alkaline phosphatase,
collagenase and other hydrolytic enzymes that break away at the bone
 Calcitriol produced in the kidney travels to the intestine and increases the absorption of
calcium and phosphorous
o It is believed that the vitamin interacts with both the cell membrane receptors and
nuclear receptors to enhance this calcium absorption
o As a result: normal blood calcium concentrations are achieved
Roles in treatment and prevention of cancer:
 Vitamin D decreases the proliferation of cells that causes psoriasis

 Also decreases proliferation of abnormal cells, particularly in the skeletal and intestinal cells
o Induces apoptosis
 This is significant because: Cancer usually occurs due to the growth or abnormal cells and
apoptosis does not work properly
 Calcitriol produced in the kidney travels to the intestine and increases the absorption of
calcium and phosphorous
o It is believed that the vitamin interacts with both the cell membrane receptors and
nuclear receptors to enhance this calcium absorption
o As a result: normal blood calcium concentrations are achieved
Regulation of Blood Pressure
 An increased intake of Vitamin D down regulations both renin and angiotensin this lowers
blood pressure
 Autoimmune diseases such as rheumatoid arthritis, Crohn’s disease, multiple sclerosis, and
Type I diabetes have been linked to inadequate intakes of Vitamin D
 Studies show that an increase intake in vitamin D have a protective effect from developing
these diseases
o However, there’s still not enough research about Vitamin D that helps that claim
Structural Information about the Micronutrient
 Vitamin D basic structural formula: C27H44O
o It is formed when the 7 dehydrocholesterol in the skin makes contact with the ultraviolet
radiation from sunlight.
o The result is a fat-soluble prohormone, known as vitamin D.
 The structure of vitamin D was first discovered in the 1930s in a laboratory in Germany
 The basic structure of Vitamin D comes from a steroid
o Considered a seco-steroid because one of it’s four rings are broken
o It contains 3 rings (A, C, D) and a break at carbon 9 and 10 at the B ring.
 Two forms that we use are Vitamin D2 (ergocalciferol) and D3 (cholecalciferol)
o Ergocalciferol (synthetic form) formula: C28H44O
o Cholecalciferol (natural form) formula: C27H44O
o The difference is in their side chains
 D2 has one more carbon and an extra double bond than D3

This is the chemical structure for cholecalciferol (Vitamin D3)
Micronutrient Status
The plasma concentrations of Calcidiol (serum 25 (OH)D3)
 Often used as an index of vitamin D status
 Serum 1, 25 (OH)2 D3 (cholecalciferol) provides no information about Vitamin D status and is
often at normal levels
 Concentrations of Calcidiol:
o Lower than 30 ng/mL: individual is considered deficient in Vitamin D
o 30-60 ng/mL: Levels are optimal
o 150 ng/mL and above: Levels are considered to be toxic
Vitamin D deficiency
 In infants and children: rickets can occur
o Rickets is a condition characterized by: seizures, growth retardation, failure of bone to
mineralize
o Infants experience an overgrowth of epiphyseal cartilage without the replacement of
bone matrix Causing an enlargement in the wrists, ankles and knees
o Weight baring activities (such as walking) lead to legs bowing, knees knocking, and
eventually an abnormal curvature to the spine
 In adults: Osteomalacia occurs
o Less calcium absorbed= an increase in secretion of parathyroid hormone
o Parathyroid hormone remains elevated in the blood for prolonged periods of time
 This promotes bone reabsorption (breakdown)
o Because the mineralization of bones does not occur, they become painful and soft
Exposure to Sunlight and Vitamin D
 Natural exposure to sunlight usually maintains adequate Vitamin D levels
 Some people (infants and the elderly) have limited exposure so they are at higher risk for
Vitamin D deficiency
 As people age, synthesis of cholecalciferol in the skin is reduced
o This decreases the activity of renal 1-hydroxylase Calcitriol cannot be produced
 Other reasons for deficiencies include: disorders affecting the parathyroid, liver and kidneys

o This impairs the synthesis of the active form of the vitamin
 People who are Vitamin D deficient should supplement with a 50000 IU prescribed dose that is
given once per week for 8 weeks to regulate the vitamin levels
DRI for the Micronutrient
Below is a table of calcium and Vitamin D recommendations. Vitamin D intake
recommendations increase when an individual is 70 years old or older. This is because the
synthesis of vitamin D is slower and the elderly are less likely to be in the sun.
Sources
 Other Sources:
o The sun
 Food Sources:
o Salmon (especially wild-caught)
o Mackerel (especially wild-caught; eat up to 12 ounces a week of a variety of fish and
shellfish that are low in mercury)
o Mushrooms exposed to ultraviolet light to increase vitamin D
o Other food sources of vitamin D include:
o Cod liver oil (warning: cod liver oil is rich in vitamin A; too much may be bad for
you)
o Tuna canned in water
o Sardines canned in oil
o Milk or yogurt -- regardless of whether it's whole, nonfat, or reduced fat -- fortified
with vitamin D
o Beef or calf liver
o Cheese
5 recent citations from journals related to this micronutrient
1. http://www.ncbi.nlm.nih.gov/m/pubmed/25354043/?i=3&from=vitamin%20d

5. http://m.jabfm.org/content/22/6/698.full
6. http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0069269
One Interesting fact about Vitamin D
Natural sunlight rays (that produce vitamin D in the skin) cannot penetrate glass. This means you
cannot get Vitamin D in a car or a house.
Study questions:
1. ________________ who are deficient in vitamin D can develop ______________.
2. An __________________ intake of Vitamin D down regulations both ________________ and
________________ which lowers blood pressure.
3. Vitamin D is a __________-soluble vitamin.
4. The synthesis of _________________ in the skin is reduced as a person ages, which decreases
the activity of renal 1-__________________. This means __________________ cannot be produced.
5. What are the optimum levels of Calcidiol plasma concentration? _________________ng/mL

References:
1. http://www.scientificpsychic.com/health/vitamins.html
2. http://www.iom.edu/Reports/2010/Dietary-Reference-Intakes-for-Calcium-and-Vitamin-
D/~/media/Files/Report%20Files/2010/Dietary-Reference-Intakes-for-Calcium-and-Vitamin-
D/calciumvitd_lg.jpg
3. http://chem.answers.com/equations/the-structural-formula-of-vitamin-d
4. http://www.webmd.com/vitamins-supplements/ingredientmono-929-
VITAMIN%20D.aspx?activeIngredientId=929&activeIngredientName=VITAMIN%20D
5. http://www.webmd.com/food-recipes/vitamin-d-deficiency
1376 Plainfield Road
South Euclid OH 44121
(216)496-9280
gs743811@ohio.edu
August 1, 2016
Ben & Jerry’s Homemade Inc.
30 Community Drive, Suite 1
South Burlington VT 05403
Dear to Ben & Jerry's Homemade Inc. who it may concern,
I am currently working to complete my degree in culinary nutrition (expected graduation
may 2017). I would like to apply my knowledge that I have learned in a both practical and
valuable way. I found out about this opening through an online search.
During my studies in exploring the culinary side of nutrition I have developed a new
perspective, and outlook on food. I have discovered a love for developing new approaches,
through flavors and techniques to a achieve a whole new product. The idea of valuing the
ingredients, and taking pride in all it takes to create something well thought out with purpose.
Through my experiences in the kitchen I have developed a passion for details and discovering
new things. Working in a kitchen both in school and at a restaurant I have learned to be
methodical, consistent and to document all parts of the process.
I look forward to meeting with you to discuss how my skills can benefit Ben and Jerry’s
future as a company. I can be reached at the email address, or phone number above.
Sincerely,
Gregory Senkfor
Social media project bios

Centers for disease control and prevention (FluGov). " How Influenza (Flu) Vaccines Are
Made" There are 3 ways to make flu vaccinations: egg-based, cell-based, & recombinant. Learn
about each method: http://1.usa.gov/1vMoOvX ." 11december 2015, 10:27a.m. Tweet.
One vaccine making method is egg based which works by injecting the virus into a
fertilized hen egg, which is then incubated so that the virus can replicate to be harvested from
them afterwards. For flue shots the viruses are inactivated and then the antigen is purified, but for
nasal spray vaccines the viruses are not killed only weakened. This method usually takes the
lonest and requires lots of eggs for mass production. Cell-based vaccines are much like egg but
use mammalian cells instead and only takes a few days, the fluid contain the viruses is then used
in the antigen which purified followed by testing until it is approved. Last it is sent out after the
lot in which they were placed in. This was approved in 2012 by the FDA. The third kind is a
recombinant flue vaccine which uses no egg at all to incubate any viruses (recently approved for
USA Market in 2013 and is the only 100% egg free vaccine available.) instead they isolate
proteins from a naturally occurring recommended vaccine virus which would induce an immune
response. It is then combined with other portions of another virus that would grow well in insect
cells, its then mixed with insect cells to now be replicated. The HA protein is gathered from the
insect cells and like the others purified and packaged while waiting for FDA testing and approval
to release their lots. This is very relevant from all our talks about vaccines and what is done to
pathogens for particular vaccines now we are taking that a bit further and seeing how the vaccine
around the virus is made from the manufacture scientific method.
Centers for disease control and prevention, national Center for immunization and Respiratory
Diseases (FluGov). " Don't let the flu interrupt your winter travel plans. Get vaccinated today!
http://1.usa.gov/VEBjEz #flu #fluseason.”
." 30 december 2015, 10:08a.m. Tweet.
Influenza is often talked about by experts and the media as being serious but among each
other we might not take it so seriously as its being conveyed around us. A very high percentage
(80-90% in the year this was written) of flu related deaths were people 65 years of age or older,
in class we talked abut how this group of people are immune compromised because their
immune system aren’t as strong as they used to be. Flue vaccines work by causing the body to
produce antibodies (against whatever the vaccine is for) to protect you against any future contact
with pathogens. Those who are 6 months and older should get a vaccine because the flu can be
very serious causing hospitalization, death or lead to other infections when your immune system
is weak fighting the flu, those who have an allergy like to eggs shouldn’t and can’t be
vaccinated. Many things discuses we also discussed in class about side effects, benefits, when to
get it, how often, is it/how effective they can be, and overall about the flu vaccine and others.
Centers for disease control and prevention (FluGov). " #HolidaySeason is #FluSeason: DYK
that if you get the flu, you may be contagious for 5 - 7 days after becoming ill?
http://1.usa.gov/1XGa8ZK .” 22 February 2016, 12:30p.m. Tweet.
How is the flue spread is often a question people ask or simply don’t realize which many
of these answers can be attributed to many other diseases in class when talking about virulence

factors. When you have the flu you can spread it to people 6 feet away. It is spread person to
person mostly by droplets when one coughs, sneezes or talks. When the virus spreads it needs to
enter the body through people’s noses or mouths less often people are infected when they touch a
surface that’s been contaminated then touch their nose or mouth. Diseases are often only
contagious during certain stages of the infection, with the flue one can spread it 1 day before
showing symptoms and up to 5-7 days after getting sick. Knowing and understanding this about
the flu and applying this to other diseases we can prevent the spread of diseases like ones often
discussed in class.
Grubaugh, Nathen(Trends Microbiol). " Virus evolution differs by species of mosquito carrier.
Findings from #westnilevirus in @cellhostmicrobe http://bit.ly/1q4i9h3 .” 05 April 2016,
4:12p.m. Tweet.
This article talks about a newer growing problem of anthropod-borne RNA viruses
arboviruses this includes disease like west Nile, Zika, hcikungunya all of these are becoming
global diseases and often spread by mosquitos. These RNA viruses ate able to mutate and
adapted to environments which has lead to its abilities to spread across the glob. This study is
looking at how different host affect WNV and how they’re more diverse in mosquitos than birds
driving their ability to adapt with its purifying selection in their carriers impacting diversity and
their fitness. What are the vector competencies among these changes? How do they the
infections escape their carriers? How do these things affect the spread of the disease? Purifying
selection if weak cause harm to mutations which the fitness of the carriers have an effect on the
viruses abilities to change and evolve. This encompasses things about evolution through
mutations in class. I have a hard time understand this but it is cool seeing how the vectors and the
disease put pressures on one another.
Baldwin, Eric (StephanieMiller). " Protect against Zika virus during spring break travel - News
Service - Iowa State Universityhttps://shar.es/1Cw2hF via @sharethis .” 04 March 2016,
11:11a.m. Tweet.
The Zika virus is one that is spread through mosquitos and are in many areas in south
America countries and in central America. This means that it is spread through blood transfer
and is also spread through sexual contact in some cases. To no surprise pregnant women are at
risk because of effects it could have on the baby this is a concern while traveling and should be
avoided according to the CDC. We have talked in class about being infected and becoming a
carrier but not actually becoming ill and according to this only 1 and 5 become ill. Precautions to
prevent being infected would be reducing chances of being exposed by protecting yourself in
covering skin with clothing, using certain approved insect repellents, and staying in places away
from the mosquitos (sing screen and staying in air conditioned rooms). This is also and example
of government agencies getting involved and getting important know information out to the
public to protect us.
Mental Floss (StephanieMiller). " Poop Bank Opens in the Netherlands
https://shar.es/14Dyw5 via @mental_floss

.” 17 February 2016, 4:03p.m. Tweet.
This poop bank is for donating your healthy poop so that it can be “implanted” into a sick
patient with chronic guy issues. The idea is that it will help people rebalance peoples microbiom
in their gut by giving you it from a healthy poop to restore and reintroduce a healthy gut
microbiome this could be used as a cure to chronic gut issues. This relates to topics about micro
biom and micro flora. We learn that these things are important to a healthy balanced body.
Landro Laura (StephanieMiller). " Are antibacterial soaps safe? The FDA is preparing to rule
http://on.wsj.com/1OdaAJp via @WSJ.” 18 February 2016, 11:18p.m. Tweet.
This article is about how safe antibacterial soaps are we have talk about this in class and
we are often talking about antibiotics. The study goes against what companies claim in that they
may just be dangerous and now the FDA has something to look at. This is important because
many people have this kind of soap and many wonder/don’t know if regular soap is better or
worse. We use these soaps every day and its crucial that we are not being harmed or harming the
environment everyday. The ingredient triclosan is what is mainly being scrutinized in how safe it
might actually be (was first approved in 1994) this is causing concerns for super bugs because
resistances are occurring to the chemicals being used.
CBS (StephanieMiller). " Health officials confirm first case of Zika virus in Arizona
http://www.cbsnews.com/news/health-officials-confirm-first-case-of-zika-virus-in-arizona …” 29
March 2016, 11:09a.m. Tweet
The way I see Zika is a lot like West Nile because it seems to be similar in many ways
from the dangers it imposes to how it gets around and infects our bodies. Arizona had its first
confirmed case of Zika which is something that we suspected could happen when people travel it
is a risk. Luckily they didn’t find and indication that it is being transmitted within the state
which to me that means that its not being spread by mosquitos here yet. Like many other diseases
there is a plan in place within the public health system to handle this and have deemed it a low
risk. This is important to track and understand but not to be alarmed about but being informed is
a good thing and understanding why you should feel safe.
Healio (StephanieMiller). " MRSA infection prevalence declines among US pediatric population
http://goo.gl/39g5if .” 29 March 2016, 11:10a.m. Tweet
MRSA is something that is highly tracked to makes sure that it can be controlled and it
doesn’t develop a resistance to drugs. In the last decade there has actually been a decrease in
reported cases in adults. This means the sanitation measures and drugs we are using are working
to reduce any out breaks of MRSA. This study shows the relationship between S. aureus
susceptibility to oxacillin to track how effective this drug is in fighting this pathogen which has
increased and has also increases with drugs like erythromycin and gentamcin. But it has
decreased with clindamycin effectiveness and it criprflaxin and trimethoprim-sulfamenthoxazole.
This is a problem to worry about as these drugs decrease their susceptibility to MRSA is become
harder to fight it. Right now there isn’t too big or a worry but it is being monitored and is things

change too much like if the threshold drop below 10-15% a change in the recommendation of the
administration of these drugs will be changed to make sure they stay on top of the infection
Biello David (MicrobiologyOhioUniversity). “Gut Microbe Makes Diesel Biofuel” 23
November 2015, Facebook.
Normally we think of guy microbes and our bodies health in out intestinal tracks but what
about other uses? What if the stomach could produce our fuel by changing something like a bug
that would normally replicate and infect us making us sick. Well by combining new code into E.
coli now when it replicates in tour bodies it will now be usable creating diesel which is
something that can be used in vehicles now obviously. The goal of this project was to make
something that could be used in engines now and not make a new engine. E coli can already
handle conditions and thrive in our digestive track which helps it produce such long hydrocarbon
chains. It is unknown how the diesel is expelled from the microbe . but this is a step in the
direction to produce a useable bio fuel with some more fine tuning. The goal is to make microbes
create the bio fuel for us and could be grown and harvested, but many challenges are still to be
faced with the limitations with what we have accomplished. In class we talk about gene
transferring both naturally and artificially.
Biello David (MicrobiologyOhioUniversity). “Rare Bacterial Out break Infects 44 in Wisconsin,
Killing 18.” 4 March 2015, Facebook.
Ellizabithkingia is a newly recognized bacteria that has broken out among the elderly and
those already sick with other things. They have already discovered resistant to some antibiotics.
This is a concern to get out ahead of and find the right antibiotic. This CDC problem is finding to
be hard to track due to the victims being so spread out among 11 counties. The illness is treatable
but this is an example of immunocompromised people getting sick when introduced to new
pathogens and can often be scary and deadly (18 dead 44 sick), also how we respond in tracking
in testing as may things in the environment like water to find the source of the infection.
Information is important to controlling pathogens.
Bratskeir Kate (MicrobiologyNetwork). " #BeAfraid of Apples!! Your Caramel Apple Might Be
Teeming With Bacteria http://ow.ly/TwpIA Another hysterical swab story - love these.” 17
October 201, 4:35p.m. Tweet
Pasteurization is the process of killing microbes through heating without this some
product have the risk of carrying with them harmful pathogen that can get people sick
particularly in our food system. 1600 people were infected with listeria every year. In this article
they talk about the risk of unpasteurized seasonal Carmel covered apples that caused a listeria
out break of 35 people and 7 died. Upon further investigation the researches found out it was
actually the stick that was inserted into the apples were the cause of the out breaks because of the
juices the apple released when the skin of the apple breaks that gets trapped under the Carmel.
This created an environment ideal for the pathogen to grow. When held at room temperature
after being puncture put the apples at risk, while refrigeration seemed to help and reduce the
risks. To sum up the risks it is suggested to make them at home or to purchase chilled Carmel

apples. This is an example of food born pathogen and how the environment conditions effect the
ability of microbes to grow.
Brick Jason (MicrobiologyNetwork). “Bacteria-Laced Condoms Could Protect Against STDs
http://ow.ly/TxzoJ .” 18 October 2015, 10:30p.m. Tweet
In class we are always talking about how different Microbes fight each other and keep
each other at bay, as well as how microbes can prevent others from infecting cell and using this
interaction to use in medicine. A study started with trying to find a way to reduce HIV spread
sexually using natural occurring bacteria found in a women vagina. Lactobacillus crispatus has
been found to keep HIV at bay. They then studied how sample of covaginal mucus when
introduced to HIV how it would interact they found this bacteria to “aggressively” defend HIV.
As they increased the concentration of the mucus they saw more and more of a fight against HIV
preventing conception of the virus and was actually trapping it and preventing the spread. This is
yet another example of nature fighting nature like the discovery of antibiotics from fungi.
Saxena Shalini (MicrobiologyNetwork). “Bacteria that eats plastic may solve some of our
landfill problems. #MicroNetMonday http://ow.ly/10hlJX .” 4 April 2061, 3:50p.m. Tweet
Abacteria that can digest plastic is important because of our overwhelming problem to
deal with the use of plastic in everything in everyday life. Once used it will often find its way
into the trash or even in to our water like oceans. A solution to managing the plastic we already
have created in landfalls need to dealt with. Because of PET in plastics it is mainly summarized
that plastics are resistant to microbial degradation, we know of a few enzymes that can break
down PET through Hydrolyis. The scientist who discovered this identified the gene that encode
the protein to make the enzyme that shares half with another to create a full enzyme that
hydrolyzes PET. The protein was then incubated and using DNA sequencing it was able to use
this in a bacterium that would be able to break down PET plastic one day and solve our pollution
problem. In class we talk about crossing DNA and the ability of bacteria to break things down.
The research conducted is about how many protein shakes per week do people consume. Today
we are a society that is obsessed with sports, and our own personal image/fitness. Many athletes
and “normal people” turn to supplement shake to enhance their “gains” (increasing one’s size
with muscle) and their weight loss with meal replacement protein shakes. The supplement
industry is extremely big and highly marketable (it is roughly over a 30-billion-dollar industry
and could double to 60 billion by 2021 according to Forbes). The media is constantly talking

about health and fitness; it is talked about everywhere we look. I expect to find that there are
some people who are consuming shakes but I am curious about how many people actually are.
Protein shakes of all kinds can be pretty pricey having purchased some from GNC over the years
since 2010. I am curious about what I will find due to my major and person interest in nutrition
and habits of people’s routines. I feel like understand what people do, and what draws people in
will help make positive changes to our terrible health as Americans.
To gather the data an online survey through survey monkey of current Ohio University
students was conducted. The data collect is broken up into two groups, one being males with
17 subject, and the other females with 19 subjects (independent variables). The research
question to be answered by each subject in the study was ‘How many protein shakes do you
consume per week? (Any type of protein supplemental shake counts)” (dependent variable the
number of protein shakes per week). The limitation of this research is that not every student
had access to this survey, and the sample size prevented a true representation of the student
body, because there are over 20 thousand students.
By asking this question and clarifying that it included meal replacement protein shakes
that some people might be using and could possibly not count. Other things that were
controlled for was the fact only OU students were studied, in order to see what protein shake
consumption trends are like. By doing this one could see how men and women at a particular
university who are around each other interacting with one another experiencing a similar
culture and influence of the peers around them might affect each other. Could men and women
share their interest and influence one another at the same university? Is the university

environment a place that one could see a trend? This also controlled for age, and that fact
people are all seeking higher education and possibly on the same playing field.
Some things might have been controlled but somethings just can’t be. Even though age
is controlled it is also not controlled because there are a range of typical ages around 18-23 but
the subject could be all different ages or even outside this range. Income is a major factor that
could not be accounted for due to the fact protein shakes can be expensive and people who
might want to use them could be limited by financial restrictions (especially because college has
its own toll on students and protein shakes might not be a priority). A major thing that wasn’t
controlled was studying people who actually take supplement only. By controlling this one can
observe how people are actually consuming them, because many people might not use them
which does not give a clear picture about how their being used but rather clouding the study
with how many people are not using them (watering down the data).
The data collect is categorical data because frequency of consumption of protein shakes
is being measured. It is also discrete due to the fact there is a limit as to what numbers might
be collected, there is not an unlimited amount of shakes one can consume in a week. The
numbers in the data collection would be classified as intervals because each value is equal
distance from one another (size of serving was not controlled for) a person either did or did not
consume a shake to be measured/counted (example: you either had 1 or 2 shakes not 1.5).
Below is the raw data collected of Ohio University male and female protein shake
consumption.
Females .00
Females 1.00
Females .00
Females .00
Females .00

Females .00
Females .00
Females .00
Females .00
Females .00
Females .00
Females .00
Females .00
Females 3.00
Females .00
Females .00
Females 2.00
Females .00
Females 3.00
Males .00
Males .00
Males .00
Males .00
Males 1.00
Males .00
Males .00
Males 5.00
Males 5.00
Males .00
Males .00
Males .00
Males .00
Males 6.00
Males .00
Males .00
Males .00
The raw data above show many of the subject did not consume any protein shakes at all.
This trend was consistent among males and females. Both groups had more people consume zero
protein shakes than people who consumed any at all. Both groups only had 4 people who even
consumed a protein shake of some sort. This could mean that a higher number/percentage of men
actually consume protein shakes than women because there is a higher ration of people
consuming then not consuming shakes. Or this might not tell us anything at all. This data showed
the most shakes consumed by a single man was twice as much as the most consumed by a single
woman.

Below the group frequency distribution of female and male protein shake consumption
will be see. Here one will find just how skewed this data is.
Looking at this group frequency distribution it is apparent that just from a glance of the
raw data that there is 76% or more people who do not even consume a protein shake in a week at
all. This greatly affects the rest of the data. In both distributions people who consumed just one
shake per week were in the 80’s of percentiles. This is so clearly telling us that an average person
is not consuming protein shakes at all in this study. Only about 20% of people in this study in
both groups consume any protein shakes clearly showing again people just are not consuming

any protein shakes. There are multiple ways to look at this data to tell us the same things from
different angles.
These are the central tendencies of female and male protein shape consumptions.
In the above central tendencies and variabilities of the tow test groups we see that most
people are just not consuming any sort of protein shakes at all. The 25th
, and 50th
percentiles are
0, while it continues to be 0 at the 75th
for females while it is just .5000 for males. The variance
indicates how much the data is different from the mean, in females there is a smaller difference
of just about 1 indicating that the data doesn’t differ much from the mean. While in men the
variance is 4.37 indicating a great difference in the data from the mean of 1. The standard
deviation of these groups tells us how much on average (being a unit) the distribution varied
from the mean. The difference in range of the two groups is because of how much the 100th
percentile consumed because most people consumed 0 shakes making the ranges go from 0 to
the highest consumer. The mode is 0 for both group because most people and an average person
in the study does not even consume a protein shake. All and all much of this data is very similar

by looking at any of these numbers we can see people are not consuming any shakes at all or
they aren’t even consuming even one every day of the week.
Next are the histograms of both males and female’s consumption of protein shakes, and
the normal curve of the distribution for the data.

Looking at these histograms and seeing the curves we can see there is a clear negative
skew to the data. This indicates most of the data collected exist in the lower end of the
consumption of protein shakes (Zero to be exact). In the male graph we can see a small gap in
the data between people who consume no or just one shake and people who consume more than
4 per week. In both graph there is a sudden increase in number of subject that do consume shake
in a week. We see that most people who are consuming shakes are not just having one but having
multiple per week. In males there is a much higher jump in the number of shakes consumed per
week of 6 (compared to only 3 for females).
Below is the raw data for both males and females with the z-scores for values associated
with them.
Females .00 -.46428
Females 1.00 .51586
Females .00 -.46428
Females .00 -.46428
Females .00 -.46428

Greg Senkfor Portfolio artifacts (1)

Greg Senkfor Portfolio artifacts (1)

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