Evaluation:

Individually: Evaluate the entire assignment in terms of what you learnt, the skills you utilized and developed, the success or not of your food choices, your time management for both practical and research sections, ideas for improvement. (600-800 words on your blog).

Throughout this assignment, I believe that I have learnt and developed a lot of useful skills. I have learnt things about cooking and research and even down to things like working with different group members. I started of working with Georgia, Taylah and Jazmin but since jazmin was away sick and taylah was away, Georgia and I were told to make 3 meals between us two on a lactose intolerant teenager. Then when they both came back we had been told to change back again to cooking for a type 2 diabetic where georgia and i made 2 meals and taylah would make 1 as jazmin was no longer participating in this assignment but she would help us cook on the day. This was a little bit of a disadvantage for Georgia and I as we had already started researching Information on a lactose intolerant teenager but we had no other choice then to change so we just started all over again on a new topic. This disadvantage was also good in a way as it made me get started on my new topic quicker as i knew that i didn't have as long to work on it. In term of what i learnt throughout this assignment, I have learnt how to cook these new recipes and i have gained more knowledge on a type 2 diabetic, lactose intolerant teenage and also all the other aspects of health i had research (such us being born with special needs compared to growing into them). Another thing i learnt was about High tea’s. I learnt what they really are and the proper way to set for one. When it came to the cooking side of the assignment, i think that my group and i did really well as working together as a team and using our time efficiently to get the work done. I was working on the banana bread, georgia was on the apple and custard tarts and taylah was cooking the rice pudding whilst jazmin was helping anyone that needed it. I was the first to get my meal in the oven so i started on washing all the dishes first. Once i had finished washing, my group was ready to start helping me dry and put away. One issue that was came across was that the custard for the tarts was not cooking as smoothly as it should so this took us a little longer than it should of which kept us over the bell the plate up our finished product. Some ideas that i could suggest for improvement for next time would be to make sure we are clear we are researching so we don't become confused and waste time on sorting it out and changing. Besides this, I think that our group worked well together in practical as we all cleaned up as we went and got the job done which left us with a good outcome. At the start of the assignment, in my research lessons i set my self some goals on what our dishes should look as an outcome at the end. I can finally put the pictures together now and say that this has been a successful assignment and i think i have put in a lot of effort to make it the best it could be! 

Here is the outcome:

As shown above, the top lone of photos is our cooking and the bottom is what i aimed for. Apart from the few changes like cutting the banana bread up and adding coconut on top, I think it turned out to be a positive result.

Here is a photo of my group and I after we had finished out practical lesson cooking, proud of our outcome:

Overall this has been an interest and fun assignment and im glad i got to work with the people i did. This assignment has taught me a lot of useful skills that will come in handy when im cooking for sure. One major thing i learnt from this assignment was to not waste time and manage it carefully. 

Why the items selected are suitable:

Justify your choices and explain why the items selected are suitable. (500 words from each partner individually on your blog)

My partner and I decided to select to make banana bread, apple and custard tarts and our group partner chose to cook rice pudding. These recipes were found by us searching the internet for type 2 diabetic recipes which would be suitable for a High tea. We didn't want to choose something to big as it had to like nice and simple on a platter just like all the foods are served at High teas. Amongst Georgia and I, I chose to the banana bread and Georgia chose the tarts. We both agreed as they were suitable for a type 2 diabetic and would like nice when being served. A main reason that was chose the banana bread was because it is simple to make loafs of and then cut into bite size pieces. The tarts are also a simple dish to be able to eat as they are not too big and besides that fact, they are really yummy too. Taylah had then decided that she was going to make rice pudding and we all agreed on this as it will go well being served on the bottom layer of the platter in little bowls. All of these three recipes were selected to be suitable for a high tea and it was also something we enjoyed eating. Another reason they were chose was because we have  had experience making them before and we knew they would turn out well and looking good. We were a bit hesitant on the rice pudding as it was one we had never made but from reading the instruction, it didn't seem like much could go wrong so we decided to try it. 

These are the reasons that the 3 recipes we chose to cook for our High tea were chosen :D 

Chosen recipes & Research on "High Tea":

With a partner: The café in which you work is having a high tea fund raising event. Your job is to create a high tea platter for people with special food needs. From your research and the recipes you have selected, choose items which fill the needs of the 2 groups researched and prepare and present the items in the lessons designated for practical assessment. In order to do this you will need to research the term “high tea”. You should aim to produce 3 items for the platter.

Partner: Georgia Solway

Recipes chosen for our high tea:

1. Banana bread

2. Apple and custard tarts

3. Rice pudding

Research the term, "High tea".

High tea is an English meal that gained popularity in the 1600s, especially among laborers. It was often substantial, contrasted with other types of tea where a few cakes might be served. The meal was often called meat tea because hearty dishes were served, including meat sandwiches and hot cooked food, like meat pies and Welsh rarebit. Cold meats, bread, cheese, crackers, and a variety of desserts like cakes could make up part of the menu.

For the laboring class, high tea was usually a part of the evening meal, taken after sunset. In this case, cooked meats, stews, and the like might be part of the meal. Unlike the tea traditionally served at 4 or 5pm, farming and laboring families tended to eat between 5 and 6 pm, and the meal was usually more closely related to dinner or supper. Substantial food was needed at this time, particularly since families might need to resume work afterwards.

For laborers and farmers, this was a daily traditional meal, not something consumed only occasionally. The definition has recently undergone some changes, however, especially for non-UK countries. Now, high tea often refers to a more traditional tea with lighter meal and dessert offerings. This is often how the term it is used outside of England.

High tea is a fairly substantial meal that includes tea and is served in the late afternoon or early evening. 

Layout of High tea:

High tea’s are usually set very nicely. They are very simple foods served on a nice platter to make the options to the foods available. An example of a layout is:

Individual work- QUESTION A:

The stages of the human life cycle are: infancy, childhood, adolescence (12-20), adulthood and old age. For each stage identify circumstances that may lead an individual to have special nutritional needs.

Infants: Some infants and young children may have particular dietary requirements. These special needs may exist because of a particular physical or physiological condition and/or specific diseases or disorders or they could be allergic to them when they are introduced to, eg. milk and eggs.

Childhood: They could be given too much of the wrong food type and they can become over weight, they can also develop allergies when they are introduced to things like peanuts and seafood.

Adolescence: over weights, loose too much weight, eating disorders

Adulthood: Type 2 diabetes, high blood pressure, osteoporosis, and certain types of cancer. Being overweight, and especially obese, also is linked to many health problems.

Old age: diabetic, osteoporoses, hight blood pressure, obesity, tooth decay,

Individual work- QUESTION B:

Explain the difference between a special food need that an individual may be born with and a special food need that may develop as a result of illness or the environment in which a person lives. Give examples to illustrate your ideas. You will need to explain why special foods are needed.

The difference between a special food need that an individual may be born with and a special food need that may develop as a result of illness or the environment in which a person lives is:

People that are born with special needs cannot control this and there is no way to make it just disappear. An example of being born with a special need is being lactose intolerant. Being born with this special need would cause you to suite your eating habit around it, for example, they would have to avoid food with dairy in them. Things such as milks, breads, cereals, pizza, ice cream and creamed soups. These are only a few things but there are also special types of these foods you can buy to make it right for a lactose intolerant person which will not include high dairy product which irritates their body. As compared to people that develop a special need, they have decided to either cut certain foods out of their diets. An example of this is a vegetarian. This is a person who does not eat meat, and sometimes other animal products, esp. for moral, religious, choice or health reasons. This is a choice of a person which does not impact on any special needs they were born with. Certain foods are also there for vegetarians so they do not loose all their iron and protein. Replacement foods for this are beans, lentils, legumes, tofu, nuts, seeds, nut butters, protein supplements and meat substitutes. These special foods are vital for people that become vegetarian (by choice) because it is unhealthy for a body to be lacking in iron and protein and this can cause side effects such as fainting. 

Individual work- QUESTION C:

C) You will be allocated a lifestyle disease or choices from the ones studied in class and a scenario to address. Explain what causes the problem or what motivates a person to adopt certain eating habits, the risks associated with the choice and the steps which should be taken to reduce these risks. You will also need to include information on the foods your group can or cannot eat. (500 words on your blog)

Find 2 recipes suitable for serving as an afternoon tea for the need researched and justify your choices.

Type 2 diabetic: Type 2 diabetes is more common than type 1, affecting about 90 percent of Australians with diabetes.

You're more likely to develop type 2 diabetes if you:

1. are overweight or obese
2. don't exercise very often
3. have a family history of type 2 diabetes
4. smoke
5. drink alcohol excessively
6. are of Aboriginal and Torres Strait islander origin – these people have a three times higher risk of developing diabetes compared to the rest of the population origin
7. are over 40 and Caucasian - the risk increases further with age
8. have high blood pressure or have had a heart attack or stroke
9. have polycystic ovary syndrome (PCOS) and are overweight
10. have impaired glucose tolerance.
11. have high blood pressure
12. have a high fat, high sugar diet.

Type 2 diabetes is caused by:

1. insufficient production of insulin in the pancreas
2. a resistance to the action of insulin in the body's cells - especially in muscle, fat and liver cells.

How to reduce risks and the risk associated with this:

• Eat healthy foods. Choose foods low in fat and calories. Focus on fruits, vegetables and whole grains.
• Get physical. Aim for 30 minutes of moderate physical activity a day. Take a brisk daily walk. Ride a bike. Swim laps. If you can't fit in a long workout, spread 10-minute or longer sessions throughout the day.
• Lose excess kilos. If you're overweight, losing 5 to 10 percent of your body weight can reduce the risk of diabetes. To keep your weight in a healthy range, focus on permanent changes to your eating and exercise habits. Motivate yourself by remembering the benefits of losing weight, such as a healthier heart, more energy and improved self-esteem.

The risks associated with the steps which should be taken to reduce these risks could include sickness, tiredness and fatigue. These things could occurs as it as a complete change to your body by changing your diet and exercising everyday. Your body will take time to get use to it but after a while it will be use to it and you will be starting to become fitter everyday.

Things type 2 diabetics can eat:

• Beans (A combination of high-quality carbohydrates, lean protein, and soluble fiber that helps stabilize your body's blood-sugar levels).
• Oatmeal (Rich in whole grains and high-fiber foods may reduce the risk of diabetes by between 35 and 42 percent, Top oatmeal with 1 to 2 tablespoons of chopped pecans, almonds, or walnuts to add protein and healthy fat, which stabilize blood sugars further).
• Fish (Lean protein, Pair fish with the high-quality carbs found in vegetables, lentils, or beans for another balanced meal combination that will keep your blood sugar from rising).
• Nonstarchy vegetables (Chock-full of vitamins, minerals, and fiber, nonstarchy vegetables, such as broccoli, spinach, mushrooms, and peppers) are an ideal source of high-quality carbohydrates).

things type 2 diabetics cannot eat:

• The goal of a healthy diet for type 2 diabetes is to focus on foods that will support normal blood sugars, a healthy weight, overall health and avoidance of diabetic complications.
• Sugar, Sugar in food causes blood sugar to rise. A type 2 diabetic with consistently high blood sugar levels is at risk for complications like retinopathy (retina damage), neuropathy (nerve damage), foot ulcers, skin disorders and kidney disease. While sugar is ok in small amounts, it should be limited to maintain a normal blood sugar.
• Fats, Limit dietary fat, because it is high in calories and consuming too many calories can lead to obesity. Obesity not only complicates diabetes but is also one of the greatest risk factors for developing heart disease, cancer, high blood pressure, asthma and arthritis. Decrease dietary fat by choosing low-fat dairy products, lean meats, fruits, vegetables and whole grains.
• Starchy vegetables, Vegetables offer many essential vitamins, minerals and antioxidants, but you should limit starchy vegetables in a type 2 diabetes diet because they function more like a carbohydrate and raise blood sugars. Starchy vegetables include peas, corn, potato, winter squash, pumpkin and sweet potato.
• Alcohol,moderate alcohol intake benefited people with T2DM by reducing the risk of heart disease, however too much alcohol negatively affected blood sugar and nullified any benefits to the heart.

Recipes to suite a type 2 diabetic for afternoon tea:

Meal 1: Diabete-friendly penne boscaiola

Meal 2: Traditional scones

Question 1- Investigate lifestyle habits and diseases by:

Question 1- Investigate lifestyle habits and diseases by:

 _______________________________________________________________________________

a) identify circumstances which may lead to special food needs:

Special food needs arise for a variety of reasons including

- age

- cultural influences

- stages of the life cycle

- physcological condition,

- specific diseases or disorders

- lifestyle choices such as athletes or vegetarians

- health status such as allergies, intolerances, recovery from illness or diet related disorders

 _______________________________________________________________________________

b) selecting and justifying food choices for a variety of special needs

- If you decided to become vegetarian you obviously cut out all meats which is taking a huge part or iron and protein out of your diet. As these is essential in your diet you will need to find alternatives which will provide your body with iron and protein. Here are some examples of food and meals choices a vegetarian could consider:

Table 1: Content of selected Vegan foods

Food	Amount	Iron (mg)
Soybeans,cooked	1 cup	8.8
Blackstrap molasses	2 Tbsp	7.2
Lentils, cooked	1 cup	6.6
Spinach, cooked	1 cup	6.4
Tofu	4 ounces	6.4
Bagel, enriched	1 medium	6.4
Chickpeas, cooked	1 cup	4.7
Tempeh	1 cup	4.5
Lima beans, cooked	1 cup	4.5
Black-eyed peas, cooked	1 cup	4.3
Swiss chard, cooked	1 cup	4.0
Kidney beans, cooked	1 cup	3.9
Black beans, cooked	1 cup	3.6
Pinto beans, cooked	1 cup	3.6
Turnip greens, cooked	1 cup	3.2
Potato	1 large	3.2
Prune juice	8 ounces	3.0
Quinoa, cooked	1 cup	2.8
Beet greens, cooked	1 cup	2.7
Tahini	2 Tbsp	2.7
Veggie hot dog, iron-fortified	1 hot dog	2.7
Peas, cooked	1 cup	2.5
Cashews	1/4 cup	2.1
Bok choy, cooked	1 cup	1.8
Bulgur, cooked	1 cup	1.7
Raisins	1/2 cup	1.6
Apricots, dried	15 halves	1.4
Veggie burger, commercial	1 patty	1.4
Watermelon	1/8 medium	1.4
Almonds	1/4 cup	1.3
Kale, cooked	1 cup	1.2
Sunflower seeds	1/4 cup	1.2
Broccoli, cooked	1 cup	1.1
Millet, cooked	1 cup	1.1
Soy yogurt	6 ounces	1.1
Tomato juice	8 ounces	1.0
Sesame seeds	2 Tbsp	1.0
Brussels sprouts, cooked	1 cup	0.9

 Table 2: Sample menus providing generous amounts of iron

	Iron
1 serving Oatmeal Plus (p. 23)†	3.8
Lunch:
1 serving Tempeh/Rice Pocket Sandwich (p. 94)	4.7
15 Dried Apricots	1.4
Dinner:
1 serving Black-Eyed Peas and Collards (p. 76)	2.1
1 serving Corn Bread (p. 21)	2.6
1 slice Watermelon	1.4
TOTAL	16.0
Breakfast:
Cereal with 8 ounces of Soy Milk	1.5
Lunch:
1 serving Creamy Lentil Soup (p. 49)	6.0
1/4 cup Sunflower Seeds	1.2
1/2 cup Raisins	1.6
Dinner:
1 serving Spicy Sautéed Tofu with Peas (p. 103)	14.0
1 cup Bulgur	1.7
1 cup Spinach	6.4
sprinkled with 2 Tbsp Sesame Seeds	1.2
TOTAL	33.6

 _______________________________________________________________________________

C) Designing menu items for people with special food needs or habits

A gluten free person:

Breakfast=

Eggs and veggie omelette with herbs and mushrooms and gluten free toast with avocado.

Morning Snack= 

1 Cup Honeydew Melon

Lunch= 

- 1 Cup Tossed Salad Mix

- 1 Tablespoon Vinegar & Oil Salad Dressing

- Sliced Tomatoes with Pesto Drizzle

- 1 Cup Skim Milk

- 3 Ounces Chicken Breast, Cooked Without Skin

Afternoon snack=

4 Ounces Fresh Baby Carrots

Dinner=

- Bistro Beef Tenderloin

- 1/2 Cup Cooked Brown Rice

- 1 Nectarine, medium

- 1/2 Cup Steamed Green Beans

__________________________________________________________________________

D) Producing menu items for selected needs

A Vegetarian:

Breakfast= 

Fruit and honey granola

Morning Snack= 

Celery stalks with almond, cashew or peanut butter

Lunch= 

Avocado/guacamole egg salad sandwich 

Afternoon snack=

Sweet potatoes or yams, Salted to taste.

Dinner= 

Vegetarian lasagne 

Banana cakes and Apple and custard tarts order form:

BANANA BREAD: Recipe & workflow plan, aim photo

We then found our recipe for banana bread, did our food order and workflow plan and also found a photo of what we hopped our banana bread would turn out to look like:

RECIPE:

WORKFLOW PLAN:

AIM PHOTO:

APPLE AND CUSTARD: Recipe & workflow plan, aim photo

We then found our recipe for the apple and custard tarts, did our food order and workflow plan and also found a photo of what we hopped our tarts would turn out to look like:

                                                                          RECIPE

                                                                  WORKFLOW PLAN

AIM PHOTO

RICE PUDDING: recipe, food order & workflow plan, aim photo

We then found our recipe for the rice pudding, did our food order and workflow plan and also found a photo of what we hopped our rice pudding would turn out to look like:

                                                                          Recipe:

Food order:

                                                                  Work Flow Plan:

                                                       What we hope for it too look like

Presentation of our foods:

This is a diagram of how my group and I talked about setting our meals out for presentation. Although it will not look like this it was just a rough view. We decided that we were going to cut the banana bread up into bite sizes and put them on the top layer with the cream cheese and coconut on top, then on the second layer was going to be the apple and custard tarts and on the third layer was going to be the rice pudding:

Starting the assigment

Georgia and myself have been put at a disadvantage as Taylah and Jazmin (our partners) have been away. This is when we made the final decision that we were only to cook 2 meals and Taylah was going to cook 1 as Jazmin was not doing the assignment anymore. While they were away Georgia and I completed our individual work so that when they were back we could talk about the partner stuff.

Assigment lesson 1:

Georgia and I partnered up and were given 'diabetes' to cook a meal for and research. We then partnered up with another group, Taylah and Jazmin which were told to research and cook for a person with a  'high calcium diet.' We then all talked about how we could combine these two together and we then went of in our partners to find some recipes. Georgia and I decided that we were going to cook Banana bread and Apple and custard tarts and Taylah and Jazmin decided to cook Rice pudding.