2. Person and display. This consisted of a person sitting behind the counter of the booth with the same display as above. The person was available to answer questions.· The same person supervised the booth throughout the study-a male health education student about 30 years of age. 3. Audiovisual and display. This treatment consisted of an audiovisual cartridge projector and the above display. No person was present at the booth. 4. Person and audiovisual and display. This consisted of all of the above methods combined at one time. During a probability sample of 55 hours over a 2-week period, an average of 33 people per hour were stopping at the booth, and 43 % of these were taking information handouts. It would seem that this is an effective way to disseminate health information. The highest percentage of people stopped, and the highest percentage also took handouts when the audiovisual was running. So the audiovisual feature would seem a worthwhile addition to this type of health education effort. Display-only stopped more people than a display where a person was present. The presence of a person at the booth seemed to decreaf,e both the percentage stopping and the per· centage taking a handout. One possible explanation for less people stopping and taking a handout when someone is at the
booth is that people who are in a hurry feel that, It they stop when someone is there, they will have to talk to the person. Although further research should be done to test the effects of different individuals, this study would seem to indicate that it would not be necessary to have a person present at a booth of this nature. The management of this supermarket has given the booth enthusiastic support. We have received requests to operate similar booths in other supermarkets. Further research would be desirable on the acceptance of management of this concept in varying types of communities. Although the environment of this particular community may be more favorable toward health education than in some communities, the acceptance of management and effectiveness in reaching people demonstrated here would seem to warrant trying the concept in other communities. ACKNOWLEDGEMENT We wish to acknowledge support of the Loma Linda Market and the cooperation of Mr. Fred W. Black, the Manager, in developing and continuing the booth.
Community College Nutrition . Outreach Project Betty A. Clamp and Colleen M. Carr In a period of two years there has been tremendous growth in the number of students (from 50 to 900) who are taking a wide variety of foods and nutrition related classes at Ohlone College (1). Even so, this is only a small fraction of the population the Consumer and Family Studies Department could be serving. Consequently, to reach more people, especially various disadvantaged groups and others not commonly drawn to a college atmosphere, a project was designed which hopefully would reach these people. The principal target populations of
Fig. I-Each unit or box houses equipment and supplies but is light enough for one person to handle.
THE AUTHORS are, respectively, Assistant Professor, Nutrition, and Chairperson, Consumer Services Division, Ohlone College, P.O. Box 909, Fremont, CA 94537. 130 / Journal of NUTRITION EDUCATION
the Tri-City Community Project for Nutrition and Consumer Education were the aged, ethnic minorities and other lowincome groups identified within the boundaries of the Fremont-Newark Community College District. Since the demonstration technique has proven to be a successful tool for "turning students on to nutrition" in a number of nutrition-related classes, it was decided to use this technique as the basic educational tool employed in the project. However, many of the community settings which the project would be servicing contained no facilities for demonstration. Therefore, a mobile, lightweight low-cost demonstration unit which could be transported by one person in a compact car was designed and constructed. Before construction of this unit, a metal unit was investigated (2). Such a metal unit did not meet our needs because it required transport in a van and was too costly. This project required a unit with greater flexibility and adaptability. The unit consists essentially of four separate units or boxes, each weighing less than ten pounds, and a hand truck recycled from a baby stroller (see Figure 1). To achieve, light weight and sturdiness, the frame of the unit is constructed from hardwood which enables the use of lightweight 1/ 8" plywood and paneling for the rest of the unit. The dimensions of each unit measure 24" by 18" by 16". When all four units are assembled, there is a demonstration space of 48" by 18" which is 32" high. This height is suitable not only for demonstration purposes but for children's cooking projects. The individual units can be quickly assembled to provide a demonstration and teaching center, complete with mirror and chalk board (see Figure 2). The interior of the units are merely empty shells. No shelves or drawers are built into the unit because this would add weight and would also restrict the materials which could be carried in a given section. Consequently teaching aids such as filmstrips, slide kits, projectors, food preparation equipment and even food and other supplies are placed inside as they best fit. Small items are carried in small cardboard boxes or plastic boxes. Total cost of the unit was $500 versus $2,000 for the metal unit. Vol. 8, No.3, July-September, 1976
To put the demonstration unit to work in a wide variety of community settings, 20 nutrition aides were trained and supervised. The aides were solicited by word of mouth, through a newspaper article and through various community organizations such as preschool mothers' groups, the Family Tutorial Program, and church groups. Forty interested persons attended the first meeting in which the program was outlined. Twelve voluntarily dropped out because it was not what they had expected. From those remaining, the 20 aides were selected on the basis of personal interviews. The characteristics of the women accepted into the program were varied. There was a wide range in age, experience, educational and ethnic backgrounds. For many it was very gratifying to take their previous experience in purchasing, planning and preparing meals for their families and to utilize this expertise as a basis for presenting nutritional information to their peers. To help offset babysitting and transportation costs, the aides were paid $100 at the completion of the project for the work performed. The aides were trained and supervised under the direction o! ~he staff nutrition instructor/nutritionist. Training, consIstmg of three hours in class and three hours of field work an~ observation each week, was conducted throughout the sprmg quarter and 6-week summer session. At the end of the training period, each aide earned 12 units of quarter credit and a certificate of completion. Each aide was given a copy of "How to Feed Your Family to Keep Them Fit and Happy No Matter What" (3) and "Nutritive Value of Foods" (4). These were used as a basis for their instruction. Intensive instruction was provided in basic nutrient functions, requirements and food sources. Methods to conserve these nutrients in food handling and preparation were demonstrated. Weight control and fads and fallacies regarding nutrition were discussed. Food selection, including the role and use of nutrition labeling, was stressed. Techniques used in the training were as follows: in-class lecture/demonstrations· se~inar-type work sessions, including guest speakers; obser~ ~atlOns of a variety of classes and settings; special instruction III the demonstration technique; practicing demonstrations on fellow aides before community presentations; and field trips. Lessons in which the portable unit was used illustrate nutrition concepts developed and presented by the aides. These were: • the importance of breakfast including poster and recipe ideas with one recipe for sampling • the utilization of different meat extenders • the complementation of various vegetable protein sources • value of whole grains utilizing a three-dimensional ~heat figure, a grinding lesson, and follow-up activitIes • presentations of the FDA film "Read the Label, Set a Better Table" (5) with follow-up activities and demonstrations. Not only did the aides assist in the instructional process, but they also assisted in the development of community sites, such as a senior citizen's meals center. Other types of sites and settings were: private homes, particularly in low-income areas; women's groups from churches; weight control groups, such as TOPS; a group of YMCA wives; Family Tutorial Program Center; a city recreation room; a pediatrician's office; a WIC voucher distribution center; a vacation church school; convalescent homes; a mental rehabilitation program center and hospital; a local supermarket; a group of Headstart Program parents; and a recreation room in a mobile home park. B~s.ides demonstrations to community groups, the aides also partICIpated in: 1. Writing newsletters with translation into Spanish. These newsletters were submitted to Supermarkets Interstate which plans to utilize them. 2. Broadcasting bilingual shopping and nutrition tips over Vol. 8, No.3, July-September, 1976
Fig. 2-The mirror, countertop and chalkboard fronts provide a compact teaching center.
Ohlone College's radio station. The station is beamed to residents of the entire Fremont-Newark College District. 3. Planning menus and providing recipes for a diabetic, obese hyperlipidemic ten-year-old girP in a pediatrician's office under supervision of the nutritionist. O,:,er a period of three .months, the program reached approXImately 300 communIty residents who were not being served through the regular college program. The response was most gratifying. We received a letter from the Family Tutorial Program expressing thanks and stating that the presentations h~d been helpful and enjoyable. The participants at the mobIle home estates requested the return of the aide who worked with them. The WIC nutritionist from the Urban Indian Hea1t? Board stated that the Fremont WIC site rated among the hIghest on a program evaluation as a result of the nutrition education project. ,!his project only scratched the surface of the existing work whIch needs to be done, but it illustrated the feasibility of community college outreach. We were most fortunate to receive additional funding to continue this program during the 1975-1976 school year. ACKNOWLEDGEMENTS This project was supported in 1974-1975 and refunded in 19751976 by a Vocational Education Act (VEA) Grant awarded through the Chancellor's Office, California Community Colleges Sacramento, California. ' lThe aide counseled, showed filmstrips on good nutrition to the girl 1he girl's mother and grandmother, and involved the girl in paste; making £or the waiting room. The girl 106ta great deal of weight. The pediatrician st~ted that such nutrition education was very valuable, and he expressed the opinion that the girl's chances of being an (jarly S'troke victim were reduced, thus possibly saving the State thousands of dollars in long term care. The preventive cost was really very little. Journal of NUTRITION EDUCATION / 131
REFERENCES
1: Clamp, B. A, Community college offers minicourses in nutri. tion; J. Nutr. Ed" 6:68, 1974. 2. Cannon, B., DiscOver nutrition through cooking, Poppy Seeds, 17:7, 1974, 3. Crocker, B., How to Feed Your Family to Keep Them Fit and
Happy No Matter What, Western Publishing Co., Inc., Racine, Wisconsin, 1973. 4. USDA, Nutritive Value of Foods, Home and Garden Bulletin No. 72, Government Printing Office, Washington, D .C., 1971. 5. Food and Drug Administr:ation, Read The Label, Set a Better Table, loan of film from any regional FDA office or U.S. branch of Modern Talking Pictures, 1974. ..
1I0rop-inll College Seminar Combats
Food Misinformalion Mary Ann C. Farthing Food misinformation and finding effective methods to combat it continue to challenge nutrition educators. The current interest in "health" foods, the concern regarding the effect of pesticides on the environment, and the popularity of fad diets provide opportunities for both the pseudo-nutritionist and the professional educator to disseminate nutrition information (1,2) .
In 1974, students at Appalachian State University expressed interest in being able to buy "health" foods in the main cafeteria. Members of a sorority invited one of the nutrition professors to speak on fad diets and weight control. Comments in health, chemistry, and foods classes reflected further student interest in such topics as food supplements, vegetarian diets, a nd "organically" grown foods. The chairperson of the Home Economics Department proposed an interdisciplinary seminar as one approach to answering some of the d:et related questions being asked by students. The author contacted key people in other departments to determine their interest in this proposal. A planning committee was formed which included professors of biology, chemistry, health and physical education, and foods and nutrition, as well as five students and three members of the University food services staff. A seminar to discuss various aspects of food misinformation was planned. Particular attention was given to developing a format which would encourage student participation. The seminar \vas scheduled with six short presentations each followed by a question and answer period with an open forum at the end for additional questions. Seminar publicity stressed the acceptability of students coming and going at any time in order to meet class schedules. Moderated by a nutrition professor, the seminar program focu~ed on topics which appeared to concern students most. THE A UTHOR is Associate Professor, Dept. of Home Economics, Appalachian State University , Boone, NC 28608.
Notable & Quotable "Is it not also time to put an end to unethical attacks on the integrity of scientists that is based solely upon place of employment, sources of research funds or on the personal bias of the detractor? There is great need to restore the pub132 / Journal of NUTRITION EDUCATION
A nutrition professor discussed weight control and diet, stressing the prevention of obesity as a most important health goal for young people. The health and physical education professor, who is also the soccer coach, pointed out the importance of good nutrition to the athlete. The biology professor discussed pesticides, fertilizers, and "organically" grown foods in relation to meeting the world's food needs. The chemistry professor used the title, "What You've Always Wanted To Know About Your Food ... Beer and Peanut Butter, Sex and Vitamin E, and ... ?" to introduce a broad range of topics. The director of the University Food Services explained the goals of that department and the desire to meet student needs for acceptable food at reasonable prices. He also described the limitations of the food service operation which make it impractical to serve special foods for a few students. The nutrition professor closed the seminar with a discussion of why good nutrition is important to the student. The nutritional contributions of such favorites as pizza, hamburgers, and hot dogs were stressed. Suggestions were also made for including other foods with the favorites to ensure well-bal- . anced meals for the day. Verbal feedback indicated that this seminar was well received by the estimated one hundred students who attended. A wide variety of questions were asked during the program, and open discussion could have continued had time permitted. Continuing comments from students attest to the fact that some questions were answered while others were raised. Probably a major purpose served by the program was the identification of available sources of authoritative nutrition information such as well qualified professionals and publications based on scientific research. REFERBNCES 1. Baker, R., Encounter with Adelle Davis, 1. Nutr. Educ., 4:92, 1972. 2. Stare, F., 'Health' foods: Definitions and nutrient values, 1. Nutr. Educ., 4:94,1972.
lic's confidence in the integrity of the individual. Evaluation of someone's integrity must be based upon personal merit and achievement. The nation pla::es trust in the scientist. To capriciously undermine that confidence is to destroy that trust. To violate that trust in order to 'promote' a personal viewpoint is a form of 'McCarthyism.' Guilt by association, innuendoes of wrongdoing unsubstantiated by evidence to support the
contention is doing a great national disservice. Without tolerance, trust, and understanding from all quarters, improvement of the quality of life through the application of science will not be attained." Philip L. White, Sc:D., Dept. of Foods and Nutrition, American Medical Association, Chicago, Ill., in his presentation at the "Tuesday at the White House," April 13, 1976. Vol. 8, No.3, July-September, 1976