- Email: [email protected]
Notable & quotable
educate, re-educate, or provide inservice education for thousands upon thousands of elementary, health, and science teachers. "We would simply suggest that the vocational consumer homemaking or home economics teachers be given the responsibility to provide all students with nutrition education. It is conceivable to me that if we can require health classes for all students ... we should be able to require that all students enroll in nutrition, principles of food preparation, and family-related consumer education programs." I challenge vocational consumer homemaking and home economics teachers to rise to the occasion to meet the need for providing nutrition education. Florence K. Stater, Post-Secondary Vocational Programs Supervisor, Home Economic Occupations, Minnesota Department of Education , St. Paul, MN 55101.
Dietitian Education Needs Improvement For years I have been sounding my drum and standing on a soap box proclaiming that the educational process used to train persons in nutrition education is in need of improvement. I think there are others who are steadily joining the march to this drum. This was clearly pointed out at the U.S. Senate Select Committee on Nutrition and Human Needs hearings in June 1974. In the July-September, 1974 issue of Journal of NUTRITION EDUCATION, a National Nutrition Policy was stated. In the April 1973 issue of Journal of the A merican Dietetic Association there was a position paper on "Nutrition Education for
Notable & Quotable "Now enters the consumer spokesman or consumer activist, who represents the consumer to an unknown degree, an observation acknowledged by activists themselves. Yet anyone who has worked with consumer organizations cannot avoid the conclusion that they do reflect broad consumer apprehensions and raise the awareness level of consumers by focusing criticism on what they regard as bureaucratic inertia and bumbling, industrial double-dealing and exploitation and deception of the consumer ... even though FDA is a frequent target, I must 126 / Journal of NUTRITION EDUCATION
the Public;" in the same journal, January, 1974, a commentary on "What is Nutrition Education" was published. These spoken and written words are excellent and I agree with them. However, I do not think we have sufficiently addressed ourselves to the education in the career ladder for dietetics: the dietetic assistant, the dietetic technician, and the beginning dietitian/ nutritionist. In this letter, I will address my remarks only to the beginning dietitian. I am appalled at the lack of practical knowledge that I have seen exhibited by some of these dietitians. Book knowledge, yes, but-in some cases-impractical and unrealistic for the changing world of today. The disappointment of the beginning dietitian in relatioo to how it really is in the world of work-cooks don't report to work, supplies difficult to secure, inflation, lack of funds, etc. There is no "one" correct way to educate all dietitians. Each program must be tailored to the institution, its goals, objectives, interests, and FUNDS. However, there is one basic question that must be answered by all educators"How will this student function in her/ his first job?" There is an increasing need for us to become less paranoid and with an objective, critical eye evaluate our programs, develop competencies, and specialization. Secure the advice of persons in the work world as to the problems and changes that face the new dietitian. Set up advisory boards composed of academia and clinicians in the field. Use this board for input into the program. Teach the student to be more aware of the needs of people, the community and the total rehabilitation process. Teach the student sound management and nutrition principles, realizing that there is a vast
amount of misinformation concerning nutrition. Alert the student to the "faddist" approach to nutrition. The beginning dietitian needs to have developed competencies for chosen areas of specialization while in college. When she accept~ her first job, she needs to use her talents, leadership and knowledge for something more than the technician level of employment. She needs to know how to interpret data-depending on her area of specialization-and to use this data in solving problems, being a valued member of the team with "specialized" information. It is time for the dietitian to stand up and be counted and to really become a part of the team--clinical and/ or management. It takes all of us-the educator, the employer, the seasoned dietitian who serves as the first role model, and the beginner with the whole world of challenges ahead of her. Today is the day to begin-to begin to educate for the changes, the challenges, and the new role of the dietitian. Tomorrow may be too late. Are we ready to accept this challenge with an objective viewpoint, always with the thought of "what is the desired end product?" We need everyone who has the desire to help! Thank you for the opportunity to express myself. I know many readers will disagree with me. If this letter would just awaken 10 people to the need for improvement and these 10 people started to objectively evaluate their programs and to make needed changes, this would be more than I could hope for. Ruby Puckett, R.D., Director, Food and Nutrition Services, Shands Teaching Hospital and Cl;nics, University of Florida, Gainesville, FL 32610, and President, Florida Dietetic Association.
conclude that the consumer movement is essentially beneficial, serving to keep the regulators and the regulated on their toes and to counteract the consumer's passivity about his own well-being and shopping habits." . L. B. Tepper, Associate Commissioner for Science, Food and Drug Administration, in "Chemicals, the consumer and credibility," Food Cosmet. Toxicol., 12:237, 1974.
now a matter for policy decision, and in the American way, in the end, it will be the American people who make that decision. That decision should be an educated decision and not a blind one. Nutrition education and nutrition educators must now undertake new tasks for the electorate, or there will be hard choices in harder times." Howard A. Schneider, Ph.D., Director, Institute of Nutrition, University of North Carolina, Chapel Hill, in "Hard choices," Guest Editorial, Institute of Nutrition News, 3 (No.7) :3, Oct. 1974.
"We cannot now assure that without further thought we can feed overselves, earn foreign exchange, and minister to a starving world. How much of these things we will in the end decide to do is
"The textured vegetable protein meat Vol. 6, No.4, October-December, 1974
nutrition from Williams
A New Book!
ESSENTIALS OF NUTRITION AND DIET THERAPY Pertinent to health workers at all levels, this new text develops the basic concepts of nutritional science and diet therapy. Its broad coverage includes physiologic as well as sociological factors relevant to growth and development. The first section provides a thorough introduction to human nutrition. Part two considers the food environment while the third section provides a basic manual of clinical nutrition.
refer to MOSBV
boo(s
Lagua et al
New 2nd Edition!
By SUE RODWELL WILLIAMS, M.R.Ed., M.P.H. May, 1974. 342lpages plus FM I·XII, 7" x 10", 33 illustrations. Price, $6.50.
NUTRITION AND DIET THERAPY REFERENCE DICTIONARY
A New Book!
More than 3,500 word entries relating to technical and scientific aspects of nutrition and diet therapy in disease are contained in this reference. Encyclopedic treatment of terms and a dictionary format simplifies your search for information in this compact volume. The entries include relevant and interesting details. Word cross-referencing and appendix materials provide further knowledge and add fullness to the definitions. Subjects cover dietary standards; basic food groups; classification of carbohy· drates, proteins, and lipids; and summaries of minerals and vitamins.
Williams
SElF STUDY GUIDE FOR NUTRITION AND DIET THERAPY Although this new guide is specifically correlated with ESSENTIALS OF NUTR ITION AND DIET THERAPY, it may be utilized with nutrition and diet therapy texts at all levels. Designed for independent use by the student, the guide makes use of a combination of review quizzes, multiple choice and discussion questions, and study projects to reinforce understanding and application of nutrition and diet therapy. By SUE RODWELL WILLIAMS, M.R.Ed., M.P.H. May, 1974. 208 pages plus FM I-VIII, 7" x 10",37 illustrations. Price,$4.95.
By ROSALINDA T. LAGUA, M.N.S.: VIRGINIA S. CLAUDIO, Ph.D.: and VICTORIA F. THIELE, Ph.D. July, 1974. 300 pages plus FM I-XII, 7" x 10", 7 illustrations. Price, $9.75.
MOSBY TIMES MIRROR THE C. V. MOSBY COMPANY· 11B30 WESTLINE INDUSTRIAL DRIVE· ST. LOUIS. MISSOURI 63141
Vol. 6, No.4, October-December, 1974
Journal of NUTRITION EDUCATION / 127
extenders made from soybeans are most- lor-Mary Swartz Rose, 1874-1941; Dr. ly gathering dust on retail shelves, says a Charles Glen King-Henry Clapp Sherreport by Advertising Age, a national man, 1875-1955; and Dr. W. Henry Senewspaper of marketing. With meat brell, Jr.-Robert R. Williams, 1895prices down in recent weeks, the extender 1965. The keynote address, "The Changing market has 'fallen apart,' one processor is quoted as saying. If meat prices stay Focus in Nutrition," given by Dr. Grace down through fall, some food industry Goldsmith, formerly Dean of the School observers think the products will be of Public Health and Tropical Medicine, Tulane University, included a skillful dropped." Daryl Natz, in "Top of the hopper: summary review of the history of nutriagribusiness trends," Feedstuffs, Aug. tion. Dr. Bertlyn Bosley, a former research 19, 1974, p. 10. associate of Mary Swartz Rose at Teach"The uncontrolled production of fun ers College, moderated a panel discussion foods. soft drinks, snack foods and oth- of how to make nutrition education efers, all highly attractive in an affluent fective. Other speakers included Drs. society, has led to the unexpected ap- Richard Wolf and Elizabeth Hagen, pearance of nutritional deficiencies in a specialists in educational evaluation at population surrounded by an abundant Teachers College. The first day of the conference closed and adequate food supply. Better use of with Dr. Myron Winick, Director of Cothe available technologies in the future lumbia's Institute of Human Nutrition, must ensure that foods while being equalspeaking on "Nutrition and Mental Dely attractive and enjoyable products, should be so composed that nutritionally velopment. " Dr. William Darby, President of The they are able to match (or improve) the basic traditional foods that they replace." Nutrition Foundation, Inc., a cosponsor John B. M. Coppock, Spillers Ltd., of the conference, introduced the second London, in "Selling food technology," day's topic, "Directions in Education in Nutrition, 1974 and Beyond." Drs. A. Chern. Ind., 4 May, 1974, p. 35,8. Harry Passow and Gary Griffin, specialists in curriculum development at Teachers College, discussed today's educational challenges and responsibilities in general and strategies for educational developConference on Education In ment and change. A panel discussion of "Communication Nutrition at Columbia -An Essential Factor in Nutrition EdBy Orrea F. Pye ucation," moderated by Dr. Kristen McA "Conference on Education and Nu- Nutt, Research Associate, The Nutrition trition-Looking Forward from the Foundation, Inc., served as a springPast," was held in February 1974 at board to the group discussions by parTeachers College, Columbia University, ticipants which concluded the conferto commemorate the 65th anniversary of ence. the founding of the Nutrition Program The Concepts (see below) were develthere. oped by the organizers of the conference The two-day program began with a and the Recommendations stemmed historical perspective as speakers pre- from presentations and discussions at the sented an overview of the nutrition her- Conference. Both are a part of the Proitage at Columbia's Teachers College. ceedings which have been published. 1 Dr. Orrea F. Pye, Acting Chairman of Concepts the Nutrition Program, introduced the The term "nutrition education" has historical sessions by telling about the Nutrition Program in general. Three different meanings for different people distinguished professors-emeriti of Co- depending upon their knowledge of the lumbia University gave reminiscences of science of nutrition, ~heir particular earlier teachers and/or colleagues, all knowledge and skills in the area of edufamous pioneers in the field of nutrition. cation, and their educational objectives. Those speakers and the subjects of their In turn, these are influenced by the enreminiscences were: Dr. Clara Mae Tay- vironment in which the art and skill are
Current Topics
_..,------------------------------
THE AUTHOR is Acting Chairman, The Nutrition Program, Teachers College, Columbia University, New York, NY 10027. 128 / Journal of NUTRITION EDUCATION
I. Proceedings of the Conference are available at $3.00 a copy from The Nutrit ion Program, Teachers
College, C.olu.mbia University, New York, New York 10027. Aud'ovldeo t a pes are available for the "Nutrition Heritage at Teachers College" at $75.00 per set from same source .
employed. It can be said truly that there is at present no universally accepted definition of nutrition education. Therefore, the organizers of the conference deemed it advisable to present certain concepts relative to nutrition education which would serve as focal points for discussion recognizing that the broad and varied background and experience of the participants would influence their reactions. It is believed that the following concepts are fundamental to the development of sound policies affecting the future nutritional health of all people in the United States and throughout 'he world. 1. There is a difference between the word "education" and the word "information." The dissemination of information does not necessarily result in the education of the recipient of the information. 2. "Nutrition education" is the development of an understanding capable of producing intelligent decisions and actions. Education is not merely the acquisition of a fund of technical knowledge. Education in nutrition is the meaningful interpretation of that knowledge. 3. An "educator in nutrition" is one prepared by training, aptitude, and experience to assume responsibility for planning, directing, and/ or the conduct of educational programs designed to increase the knowledge and understanding in nutrition of those involved in such programs. 4. An "educator in nutrition" must have a strong foundation in the science of nutrition, natural sciences, behavioral sciences, and education. 5. A sound educational program in nutrition is based on clearly defined and recognizable needs and the resources available to meet those needs. 6. Every segment of the population should receive basic education in sound nutrition practices. 7. Programs in nutrition education should take into consideration the age, background of knowledge, interest, and experience of those to be educated; the stage of development of the social and economic environment; and the probable acceptance of those nutrition practices to be established which are consistent with available food resources. 8. The "status" value of foods promoted by educational programs should be in relation to their nutritional contribution to biological needs. 9. The extent to which any food and nutrition policy will be implemented will depend on the manner in which the eduVol. b, No.4, October. December, 1974
Dietitian Education Needs Improvement For years I have been sounding my drum and standing on a soap box proclaiming that the educational process used to train persons in nutrition education is in need of improvement. I think there are others who are steadily joining the march to this drum. This was clearly pointed out at the U.S. Senate Select Committee on Nutrition and Human Needs hearings in June 1974. In the July-September, 1974 issue of Journal of NUTRITION EDUCATION, a National Nutrition Policy was stated. In the April 1973 issue of Journal of the A merican Dietetic Association there was a position paper on "Nutrition Education for
Notable & Quotable "Now enters the consumer spokesman or consumer activist, who represents the consumer to an unknown degree, an observation acknowledged by activists themselves. Yet anyone who has worked with consumer organizations cannot avoid the conclusion that they do reflect broad consumer apprehensions and raise the awareness level of consumers by focusing criticism on what they regard as bureaucratic inertia and bumbling, industrial double-dealing and exploitation and deception of the consumer ... even though FDA is a frequent target, I must 126 / Journal of NUTRITION EDUCATION
the Public;" in the same journal, January, 1974, a commentary on "What is Nutrition Education" was published. These spoken and written words are excellent and I agree with them. However, I do not think we have sufficiently addressed ourselves to the education in the career ladder for dietetics: the dietetic assistant, the dietetic technician, and the beginning dietitian/ nutritionist. In this letter, I will address my remarks only to the beginning dietitian. I am appalled at the lack of practical knowledge that I have seen exhibited by some of these dietitians. Book knowledge, yes, but-in some cases-impractical and unrealistic for the changing world of today. The disappointment of the beginning dietitian in relatioo to how it really is in the world of work-cooks don't report to work, supplies difficult to secure, inflation, lack of funds, etc. There is no "one" correct way to educate all dietitians. Each program must be tailored to the institution, its goals, objectives, interests, and FUNDS. However, there is one basic question that must be answered by all educators"How will this student function in her/ his first job?" There is an increasing need for us to become less paranoid and with an objective, critical eye evaluate our programs, develop competencies, and specialization. Secure the advice of persons in the work world as to the problems and changes that face the new dietitian. Set up advisory boards composed of academia and clinicians in the field. Use this board for input into the program. Teach the student to be more aware of the needs of people, the community and the total rehabilitation process. Teach the student sound management and nutrition principles, realizing that there is a vast
amount of misinformation concerning nutrition. Alert the student to the "faddist" approach to nutrition. The beginning dietitian needs to have developed competencies for chosen areas of specialization while in college. When she accept~ her first job, she needs to use her talents, leadership and knowledge for something more than the technician level of employment. She needs to know how to interpret data-depending on her area of specialization-and to use this data in solving problems, being a valued member of the team with "specialized" information. It is time for the dietitian to stand up and be counted and to really become a part of the team--clinical and/ or management. It takes all of us-the educator, the employer, the seasoned dietitian who serves as the first role model, and the beginner with the whole world of challenges ahead of her. Today is the day to begin-to begin to educate for the changes, the challenges, and the new role of the dietitian. Tomorrow may be too late. Are we ready to accept this challenge with an objective viewpoint, always with the thought of "what is the desired end product?" We need everyone who has the desire to help! Thank you for the opportunity to express myself. I know many readers will disagree with me. If this letter would just awaken 10 people to the need for improvement and these 10 people started to objectively evaluate their programs and to make needed changes, this would be more than I could hope for. Ruby Puckett, R.D., Director, Food and Nutrition Services, Shands Teaching Hospital and Cl;nics, University of Florida, Gainesville, FL 32610, and President, Florida Dietetic Association.
conclude that the consumer movement is essentially beneficial, serving to keep the regulators and the regulated on their toes and to counteract the consumer's passivity about his own well-being and shopping habits." . L. B. Tepper, Associate Commissioner for Science, Food and Drug Administration, in "Chemicals, the consumer and credibility," Food Cosmet. Toxicol., 12:237, 1974.
now a matter for policy decision, and in the American way, in the end, it will be the American people who make that decision. That decision should be an educated decision and not a blind one. Nutrition education and nutrition educators must now undertake new tasks for the electorate, or there will be hard choices in harder times." Howard A. Schneider, Ph.D., Director, Institute of Nutrition, University of North Carolina, Chapel Hill, in "Hard choices," Guest Editorial, Institute of Nutrition News, 3 (No.7) :3, Oct. 1974.
"We cannot now assure that without further thought we can feed overselves, earn foreign exchange, and minister to a starving world. How much of these things we will in the end decide to do is
"The textured vegetable protein meat Vol. 6, No.4, October-December, 1974
nutrition from Williams
A New Book!
ESSENTIALS OF NUTRITION AND DIET THERAPY Pertinent to health workers at all levels, this new text develops the basic concepts of nutritional science and diet therapy. Its broad coverage includes physiologic as well as sociological factors relevant to growth and development. The first section provides a thorough introduction to human nutrition. Part two considers the food environment while the third section provides a basic manual of clinical nutrition.
refer to MOSBV
boo(s
Lagua et al
New 2nd Edition!
By SUE RODWELL WILLIAMS, M.R.Ed., M.P.H. May, 1974. 342lpages plus FM I·XII, 7" x 10", 33 illustrations. Price, $6.50.
NUTRITION AND DIET THERAPY REFERENCE DICTIONARY
A New Book!
More than 3,500 word entries relating to technical and scientific aspects of nutrition and diet therapy in disease are contained in this reference. Encyclopedic treatment of terms and a dictionary format simplifies your search for information in this compact volume. The entries include relevant and interesting details. Word cross-referencing and appendix materials provide further knowledge and add fullness to the definitions. Subjects cover dietary standards; basic food groups; classification of carbohy· drates, proteins, and lipids; and summaries of minerals and vitamins.
Williams
SElF STUDY GUIDE FOR NUTRITION AND DIET THERAPY Although this new guide is specifically correlated with ESSENTIALS OF NUTR ITION AND DIET THERAPY, it may be utilized with nutrition and diet therapy texts at all levels. Designed for independent use by the student, the guide makes use of a combination of review quizzes, multiple choice and discussion questions, and study projects to reinforce understanding and application of nutrition and diet therapy. By SUE RODWELL WILLIAMS, M.R.Ed., M.P.H. May, 1974. 208 pages plus FM I-VIII, 7" x 10",37 illustrations. Price,$4.95.
By ROSALINDA T. LAGUA, M.N.S.: VIRGINIA S. CLAUDIO, Ph.D.: and VICTORIA F. THIELE, Ph.D. July, 1974. 300 pages plus FM I-XII, 7" x 10", 7 illustrations. Price, $9.75.
MOSBY TIMES MIRROR THE C. V. MOSBY COMPANY· 11B30 WESTLINE INDUSTRIAL DRIVE· ST. LOUIS. MISSOURI 63141
Vol. 6, No.4, October-December, 1974
Journal of NUTRITION EDUCATION / 127
extenders made from soybeans are most- lor-Mary Swartz Rose, 1874-1941; Dr. ly gathering dust on retail shelves, says a Charles Glen King-Henry Clapp Sherreport by Advertising Age, a national man, 1875-1955; and Dr. W. Henry Senewspaper of marketing. With meat brell, Jr.-Robert R. Williams, 1895prices down in recent weeks, the extender 1965. The keynote address, "The Changing market has 'fallen apart,' one processor is quoted as saying. If meat prices stay Focus in Nutrition," given by Dr. Grace down through fall, some food industry Goldsmith, formerly Dean of the School observers think the products will be of Public Health and Tropical Medicine, Tulane University, included a skillful dropped." Daryl Natz, in "Top of the hopper: summary review of the history of nutriagribusiness trends," Feedstuffs, Aug. tion. Dr. Bertlyn Bosley, a former research 19, 1974, p. 10. associate of Mary Swartz Rose at Teach"The uncontrolled production of fun ers College, moderated a panel discussion foods. soft drinks, snack foods and oth- of how to make nutrition education efers, all highly attractive in an affluent fective. Other speakers included Drs. society, has led to the unexpected ap- Richard Wolf and Elizabeth Hagen, pearance of nutritional deficiencies in a specialists in educational evaluation at population surrounded by an abundant Teachers College. The first day of the conference closed and adequate food supply. Better use of with Dr. Myron Winick, Director of Cothe available technologies in the future lumbia's Institute of Human Nutrition, must ensure that foods while being equalspeaking on "Nutrition and Mental Dely attractive and enjoyable products, should be so composed that nutritionally velopment. " Dr. William Darby, President of The they are able to match (or improve) the basic traditional foods that they replace." Nutrition Foundation, Inc., a cosponsor John B. M. Coppock, Spillers Ltd., of the conference, introduced the second London, in "Selling food technology," day's topic, "Directions in Education in Nutrition, 1974 and Beyond." Drs. A. Chern. Ind., 4 May, 1974, p. 35,8. Harry Passow and Gary Griffin, specialists in curriculum development at Teachers College, discussed today's educational challenges and responsibilities in general and strategies for educational developConference on Education In ment and change. A panel discussion of "Communication Nutrition at Columbia -An Essential Factor in Nutrition EdBy Orrea F. Pye ucation," moderated by Dr. Kristen McA "Conference on Education and Nu- Nutt, Research Associate, The Nutrition trition-Looking Forward from the Foundation, Inc., served as a springPast," was held in February 1974 at board to the group discussions by parTeachers College, Columbia University, ticipants which concluded the conferto commemorate the 65th anniversary of ence. the founding of the Nutrition Program The Concepts (see below) were develthere. oped by the organizers of the conference The two-day program began with a and the Recommendations stemmed historical perspective as speakers pre- from presentations and discussions at the sented an overview of the nutrition her- Conference. Both are a part of the Proitage at Columbia's Teachers College. ceedings which have been published. 1 Dr. Orrea F. Pye, Acting Chairman of Concepts the Nutrition Program, introduced the The term "nutrition education" has historical sessions by telling about the Nutrition Program in general. Three different meanings for different people distinguished professors-emeriti of Co- depending upon their knowledge of the lumbia University gave reminiscences of science of nutrition, ~heir particular earlier teachers and/or colleagues, all knowledge and skills in the area of edufamous pioneers in the field of nutrition. cation, and their educational objectives. Those speakers and the subjects of their In turn, these are influenced by the enreminiscences were: Dr. Clara Mae Tay- vironment in which the art and skill are
Current Topics
_..,------------------------------
THE AUTHOR is Acting Chairman, The Nutrition Program, Teachers College, Columbia University, New York, NY 10027. 128 / Journal of NUTRITION EDUCATION
I. Proceedings of the Conference are available at $3.00 a copy from The Nutrit ion Program, Teachers
College, C.olu.mbia University, New York, New York 10027. Aud'ovldeo t a pes are available for the "Nutrition Heritage at Teachers College" at $75.00 per set from same source .
employed. It can be said truly that there is at present no universally accepted definition of nutrition education. Therefore, the organizers of the conference deemed it advisable to present certain concepts relative to nutrition education which would serve as focal points for discussion recognizing that the broad and varied background and experience of the participants would influence their reactions. It is believed that the following concepts are fundamental to the development of sound policies affecting the future nutritional health of all people in the United States and throughout 'he world. 1. There is a difference between the word "education" and the word "information." The dissemination of information does not necessarily result in the education of the recipient of the information. 2. "Nutrition education" is the development of an understanding capable of producing intelligent decisions and actions. Education is not merely the acquisition of a fund of technical knowledge. Education in nutrition is the meaningful interpretation of that knowledge. 3. An "educator in nutrition" is one prepared by training, aptitude, and experience to assume responsibility for planning, directing, and/ or the conduct of educational programs designed to increase the knowledge and understanding in nutrition of those involved in such programs. 4. An "educator in nutrition" must have a strong foundation in the science of nutrition, natural sciences, behavioral sciences, and education. 5. A sound educational program in nutrition is based on clearly defined and recognizable needs and the resources available to meet those needs. 6. Every segment of the population should receive basic education in sound nutrition practices. 7. Programs in nutrition education should take into consideration the age, background of knowledge, interest, and experience of those to be educated; the stage of development of the social and economic environment; and the probable acceptance of those nutrition practices to be established which are consistent with available food resources. 8. The "status" value of foods promoted by educational programs should be in relation to their nutritional contribution to biological needs. 9. The extent to which any food and nutrition policy will be implemented will depend on the manner in which the eduVol. b, No.4, October. December, 1974