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Reviews of educational materials
State Responsibilities After pilot testing the program in two counties, state agency representatives .took four steps to help meet the challenge of making the training program available statewide with a minimum of state involvement and a' maximum of local involvement while maintaining a high-quality program. 1. A handbook, Guidelines for Day Care Food and Nutrition Training WorkShOpS,2 was prepared. Included were suggestions for organizing the workshop, a suggested program, and resources for presenting each part of the program (discussion guides, sources of visuals, and materials for participants). 2. A schedule was developed indicating counties to be reached in a given year to assure continued momentum of the program. 3. A training session was presented on organizing and presenting day care workshops in the county for extension home economists, public health nutritionists, day care certifiers, and Head Start consultants. An additional training session was held to clarify the role of day care certifiers. 4. Packets of materials for participants were assembled and available from the Extension Service. Some of the printed materials were provided by the USDA Food and Nutrition Service. Continuing responsibilities of state agency representatives include planning a yearly calendar of 'training programs, updating handbook materials, offering annual training sessions for key leaders, summarizing program evaluations, and having one representative attend some of the local planning meetings. State nutritionists 'appear on local day care programs only if a qualified local resource is not available. Local Responsibilities In each county offering the day care food and nutrition workshop, the extension agent initiated a planning session involving the day care certifier, public health nutritionist and/ or county health nurse, and selected day care personnel. Using the handbook as a guide, a program is developed, potential local resource people are identified, and organizational details are worked Out. Local resource people typically involved included day care personnel with exceptional programs, community college teachers, extension agents, nutritionist"" public health nurses, nutrition aides, 2. Copies of the handbook are available on loan to SNE members only from the National Nutrition Education Oearing House (NNECH), 2140 Shattuck Ave., Suite 1110, Berkeley, CA 94704, for $1.~0 paid in advance to cover postage and handling. Vol. 7. No.3. July-September. 1975
sanitarians and certifiers of day care centers. A key link in the program was taking time to thoroughly orient resource people, which included giving them a discussion guide from the handbook. The day care certifiers are responsible for obtaining much of the audience. A letter with the program was mailed to each center, followed by phone calls or personal visits by the certifier. Newspaper publicity was also done. Certifiers presented those completing six hours of training a certificate of completion. Results During the 1973-74 year, 14 day care training programs were held, attended by an estimated 310 personnel from 110 centers and homes. Evaluations completed by participants indicated that acceptance of the program was very high. New ideas most frequently mentioned to be used right away in the centers were: greater variety of snacks, menu planning, and having children help in the preparation and serving of food. Ideas some anticipated trying "in a few months" were cost-control techniques
and varied nutrition education activities. Participants especially appreciated the opportunity for discussion, the resource people, and snack ideas. Generally, there was more to be covered than there was time. Follow-up activities to several of the programs have been planned. These include: consultations of local nutritionists with personnel at individual day care centers; a nutrition workshop 6 to 12 months later to share progress and learn more about nutrition; community college evening classes, especially for those involved with early childhood education; and continuing education for day care workers on other early childhood education topics. Judith Forest, Food and Nutrition Specialist, Extension Service, 161 Home Economics Bldg., Oregon State University, Corvallis, OR 97331; Chedw3lh Stein, Chief Nutrition Consultant, Oregon State Health Div., State OfJiceBldg., P.O. Box 31, Portland, OR 97201; and Carolyn Knutson, Nutrition Consultant, Head Start Program, 2600 Park Rd., Lake Oswego, OR 97034.
Reviews 01 Educational Materials Below are selected reviews of educational materials which are considered reliable and useful unless otherwise indicated.
Pamphlets and Leaflets 'Professional and Popular
Nutrition Your Children and You, Karsch B., 1974. From Day Care Services, The School District of Philadelphia, 2000 Race St., Philadelphia, PA 19103, 26 pp., $1.50; also available in Spanish Nutricion sus Ninos Usted. Intended to increase nutrition awareness in paraprofessionals and parents of day care children, this booklet defines nutrition-related. terms, discusses function and food sources for several nutrients, and highlights growth stages in children. Although generally sound, the explanations occasionally fall victim to overIlimplification. Some questionable techniques are also used. For example, snack and lunch combinations supplying large amounts of one nutrient are presented whereas it may have been more helpful to draw up combinations emphasizing total nutrient needs. The section on carbohydrate is confusing as caloric needs are concurrently · discussed, and the reader may interpret inaccurately the role of carbohydrates in determining caloric intake. Diet variety is stressed although amounts of food recommended to fulfill nutrient allowances are not usually given.
Cooking and Eating with Children, McAfee, 0., Haines, E. and Young, B., 1974. From Association for Childhood Education International, 3615 Wisconsin Ave., N.W., Washington, DC 20016, 48 pp., $2.50 plus 25 cents prepaid for handling and postage. This publication offers good practical information on organizing cooking experiences for children in the classroom or at home-preliminary planning, recipes, serving, cleaning up, etc. Of particular importance, is the chapter entitled "Learning From Cooking and Eating." It alerts adults to the myriad of learning experiences which can be gained from cooking and briefly discusses possibilities in developing nutrition knowledge, motor and perceptual skills, developing language, mathematics, science and social studies. Emphasis is placed on the determination of child's readiness for specific learning, what he/ she already knows before the food experience takes place, and the focusing on one or two specific objectives. Food and Nutrition Terminology: Definitions of Selected Terms and Expressions in Current Use (English only), Terminology Bulletin No. 28, 1974. From Unipub, Box 433, Murray Hill Sta., New York, NY 10016, 54 pp., mimeo, $3.50, limited supply, Prepayment required. Also available on microfiche, $5.00, from same source. Journal of NUTRITION EDUCATION / 117
Definitions~and many notes of explanation-are given for more than 140 words or expressions commonly encountered in the food and nutrition field. The ·definitions are classified in several sections: General Terms; Nutrition and Disease; Nutrition and Behavior; Diets and Dietary Surveys; Applied Nutrition; Food Science and Technology; and Nutrition in Food Economics. The bulletin was prepared jointly by FAO and WHO with collaboration from the International Union of Nutritional Sciences. For teaching or reference purposes, the publication should fill' a gap. It should be useful· especially in college and university libraries. and in the personal collection of many professionals.
Milk ••• Its Nutrient Value, 1975. From National Dairy Council, 111 N. Canal St., Chicago, IL 60606, 8 pp. 30 cents. Milk's nutrient composition, common forms, and dietary uses with various age groups are outlined. A bar graph and two tables highlight nutrient composition information. Although somewhat promotional, the pamphlet provides an honest appraisal of the role, this food has in the diet and would be appropriate for use with intermediate age students through adults. Childreu aud Television: Au ACT Bibliography, 1975. From Action for Children's Television, 46 Austin St., Newtonville, MA 02160,12 pp.foldout, 25 cents. One hundred sixteen printed materials relating to television and children are listed in this publication. Calories aud Weight, USDA Agricultural Information Bulletin No. 364, rev. 1974. From 'Oovernment Printing Office, Washington, DC 20402, 99 pp., $1.00. An updated pocket guide giving calorie values for common foods. It includes brief discussion of choosing foods for weight control from the Four Food Groups. Produce Marketiug Association Educacational Kit, undated (ca 1975). From Educational Services, Produce Marketing Assn., Inc., P.O. Box 674, Newark, DE 19711, free. A collection of a wide range of old and new pamphlets on fresh produce, e.g., grapes, citrus fruits, avocados, lettuce, etc., giving recipes, serving ideas, and product information. Some material is suitable for bulletin board display.
Aging Nutrition Education For The Older Ameri,can, Carlin, J., 1974. From New England Gerontology Center, 15 Garrison Ave., Durham, NH 03824, 27 pp., $1.00. 118 / Journal of NUTRITION EDUCATION
Originally developed for nutritionists and dietitians working with the National Nutrition Program for the Elderly (Title VII), this manual presents program suggestions which actively involve older people in nutrition projects. These include growing a vegetable garden, formation of a food co-op, and the production of a cookbook. Guidelines for discussion topics, teaching settings, and the production of a slide presentation are also given. References are included for these activities along with a brief annotated bibliography on nutrition education for the elderly. A worthwhile resource for those working with the aged.
Curriculum Guides Nutrition Now, 1974. From Pittsburgh Public Schools, Pittsburgh, PA 15213, teacher's manual, 127 pp., five transparencies, student activities outline, 36 pp., all boxed, $7.50. Nutrition Now is an instructional program designed for sixth to eighth grade students and is characterized by its interdisciplinary content, use of community resources, and personalized instruction. Students assess their own physical state by recording height, weight, and skinfold measurements. Fitness is rated according to the Harvard Step Test. Dental health ,a nd iron content in the blood are other checks made to assess each student's health. Topics included in the program outline include nutrition, diet and food requirements, nutrition and physical fitness, dental health, adolescent health and consumerism. For each topic, there are performance objectives, listing of materials .needed, and tabulated concepts and procedures. The program is designed so that it may be taught as a whole or in parts. A variety of learning resources is suggested to meet individual classroom needs. Learning activity packages for individual student use and program evaluation for students are other well thought out features. Sound, indepth supportive information is also provided for teachers. The course content would also be applicable for high school use as well. F.O.O.D. For Thought; Focus on Optimal Development, American School Food Service Assn., 1975. Two curriculum guides; one for primary level, one for intermediate. From ASFSA Publications, 4101 E. Iliff, Denver, CO 80222, 92 pp.; single copy, $5.00; 100 copies, $400; 250 copies, $750. In these guides, lessons are divided into four areas: nutrition, physical health, mental health, and developmental skills. Each subject area is subdivided into eight concepts. For each activity an objective is given,
sequential steps are outlined, and materials and time needed are specified. The nutrition activities include the identification and tasting of new foods, classification of foods in the Four Food Groups, analysis of school lunches for calories, the planning, preparation and serving of a meal, and additional activities such as growing vegetables, pricing foods, and drawings to illustrate proper eating behavior etc. The objectives are sometimes loosely related to the concepts, and the learning activity design often does not reflect preactivity student knowledge, individual involvement, or evaluation. These aspects would need to be designed by the teacher for optimum learning to take place.
Dental Health Diet Diary, 1975. From American Dental Assn., 211 E. Chicago Ave., Chicago, IL 60611, 10 pp., 25 copies, $2.15; 100 copies, $8.15; 500 copies, $38.50. This pamphlet offers dental patients a format for recording a 5-day dietary intake which can then be evaluated by a dentist for nutrition counseling. Space is provided for recording breakfast, lunch, dinner and snack entries, aswell as daily totals of the number of servings of the Four Food Groups and sugary snacks. Hopefully, publications like this will encourage more dentists to include nutritional aspects as part of their routine practice. Diet and Dental Health, 1975. From American Dental Assn., 211 E. Chicago Ave., Chicago, IL 60611, 10 pp., 25 copies, $3.20; 100 copies $12.10; 500 copies, $57.25. A program combining wise food selection with good general eating habits and dental care is outlined as a deterrent to tooth decay and periodontal disease. This includes a diet based on the Four Food Groups with emphasis on foods low in sugar and which do not adhere to the teeth. Fluoride protection techniques are also recommended. The reader is advised to read food labels for hidden sources of sugar and limit the use of often unsuspected breath mints, cough drops etc. The pamphlet is very well-done, graphically attractive and appropriate for upper interinediate level students through adults. Kici. the Sweet Snack Habit, 1975. From American Dental Assn., 211 E. Chicago Ave., Chicago, IL 60611, 2 pp., 100 copies, $2.90; 500 copies, $13.80. Designed to guide dental patients to the "right kinds" of snacks, this material briefly illustrates the dental decay process and presents foods from each of the Four Food Groups (and extra foods)under two headings-those which do and Vol. 7, No.3, July.September, 1975
do not necessarily promote good oral health. The criteria appear to be added sugar and adhesion quality. The listing does not attempt to promote nutritious foods, except implicitly . in the grouping of foods. Also available, same sourc~: Break the Chain of Tooth Decay, rev. 1974, 12 pp., foldout, 25 copies, $2.50; 100 copies, $9.60; 500 copies, $45.45.
Elementary Gussie Goose Introduces the Fruit & Vegetable Group, undated (ca 1974). From Office of Communication, USDA, Washington, DC 20250, 4 pp., single copy free. Intermediate level students can discover various tidbits about fruits and vegetables including some states where they are produced, the people and money involved in getting them from farm to table, those which are good providers of vitamins A and/ or C, and the amounts consumed per person annually. Also included are two partially completed crossword puzzles and one math problem as learning activities. This brief leaflet is sound and could possibly be used as a supportive piece following a Four Food Groups nutrition unit. Also available same source, single copy free, each 4 pp.: Fred, The Horse Who Likes Bread; Mary Mutton and the Meat Group; and Meet Molly-Moo, She's Blue But You Can Make Her Happy, Here's What You Can Do.
Food Buying and Preparation Family Fare, A Guide to Good Nutrition, USDA Home and Garden Bulletin No.1, f!!V. 1974. From Government Printing Office, Washington, DC 20402. 91 pp., $1.00. A slightly revised pamphlet on basic nutrition, food purchasing, and meal planning, including basic recipes. Suitable for high school and adult levels.
Heart Disease Coronary Heart Disease: Risk Factors and the Diet Debate, Hursh, L., rev. 1974. From National Dairy Council, 111 N. Canal St., Chicago, IL 60606,16 pp., 40 cents. Factors normally considered to be implicated in the etiology of cardiovascular disease are carefully examined in this pamphlet. Specific approaches undertaken to lower an individual's risk profile through diet are reviewed, emphasizing cholesterol and fats but also touching on fiber, sugar, total caloric intake, and meal patterns. Radical changes in eating habits for the entire population are not recommended but rather a control of as many risk factors as possible along with a nuVol. 7, No.3, July-September, 1975
tritionally adequate moderate diet. The booklet is thoughtfully and clearly written, suitable for secondary level students through adults. Understand Your Heart, Irwin, T., 1974. From Public Affairs Committee, 381 Park Ave. South, New York, NY 10016, 28pp., 35 cents. Written in a clear, concise format, this pamphlet explains how the heart functions, major types of heart afHiction, persons who are the likely victims of heart attack, significant risk factors, and what can be done to help a heart patient. Guidelines for good living recommended by cardiologists are also included-medical checkups, weight control, moderate exercise, prudent (fat-modified) diet, and quitting smoking. The pamphlet is a good resource for the general public.
Nutrition Labeling Nutrition Labeling: Tools for Its Use, USDA Agricultural Research Service, 1975 .. From Government Printing Office, WashIngton, DC 20402, 57 pp., $1.15. This material is designed to help the consumer understand and use nutrition information on food labels. It explains label design and offers supplemental information to be used with labeling in diet planning and evaluation, including: a listing of percentages of the U.S. RDA for individuals of various age levels; an extensive listing of calories and percentage of U.S. RDA of common portion sizes of 878 foods; and detailed lists of important food sources of nutrients and amounts in various foods. Foods not nQrmally labeled in the store are included. Variety in the diet is emphasized. The material would be very useful to both consumer and nutrition educator. Nutrimeter, USDA Agricultural Research Service, 1975. From Government Printing Office, Washington, DC 20402, 6 pp. foldout with insert and cut-out symbols; teacher's guide, 4 pp.; student guide, 5pp.; 70 cents. Cut-out symbols are inserted into diecut bar graphs representing U ,S. RDA levels of eight key nutrients. This tool enables a running total of these nutrients -plus calorie intake-to be made. A table giving percentages of the U.S. RDA for different ages and sexes, brief information on nutrient sources and the Four Food Groups, and instructions on using the device are also included. It is a handy quick way of introducing consumers or secondary students to nutrition labeling.
School Food Service Discovering Vegetables; The Nutrition Education Guidebook for School Food Service Managers and Cooperators,
1975. From Nutrition and Technical Services Staff, Food and Nutrition Service, USDA, Rm. 556, 500 12th St.; S.W., Washington, DC 20250 (or USDA regionaloffices), 16 pp., free. The learning activities outlined in this booklet would offer children ages five to eight opportunities to name, taste,and prepare a variety of vegetables with the hope that this experience will increase their acceptance in the diet. Arranged in sequential order, these activities are sug~ gested for use as separate units or integrated into other study areas, some directly related to school food service programs, others to classroom activities. A list of equipment needed, recipes, and resource materials are included. A method for individual participation by each child in the class is not built into this outline but left to the designs of individual class leaders. Many of the ideas presented for use with vegetables could be used with other classes of foods. This guide admirably emphasizes cooperation between school food service personnel and parents, teachers, or principals in developing nutrition education experiences for children. Food Service Programs for Children: An Annotated Bibliography, 1975. From National Agricultural Library, USDA, Beltsville, MD 20705, 78 pp., single copy free. The nearly 600 materials listed in this extensive and useful bibliography relate specifically to the National School Lunch Program, the School Breakfast Program, the Special Food Service Program for Children, and the Special Milk Program . Each of the citations includes complete bibliographic descriptor terms, and an abstract. Subject, author, and title indices are also included.
Teenage/Secondary Gulp! Weird Tales ofthe Stomach!, undated (ca 1975). From Martha Mapes, Senior Extension Associate, Division of Nutritional Sciences, New York State College of Human Ecology, 306 Martha Van Rensselaer Hall, Cornell University, Ithaca, NY 14850,24 pp., single copies, 25 cents, bulk rate, 15 cents. Putting youth in touch with nutrition through traditional educational methods has not always been terribly successful. This approach-'a fantasy oriented comic -offers nutrition concepts in a media form that may be accepted more readily. Imaginatively presented are three aspects of nutrition of particular interest to the teenager: body build, soft drink consumption, and fad dieting. The comic communicates sound information in a noncondescending, funny and genuine manner. Teachers, parents and other youth educators should find it useful, not Journal of NUTRITION EDUCATION / 119
only as a specific teaching tool, but also as an example of an alternative educational method. Fad Dieting? A Portfolio of Resource Materials, Cornell University Cooperative Extension Service, 1974. From Building #7, Research Park, Ithaca, NY 14853, 6 section looseleaf portfolio, $3.00. The challenges of imparting to adolescents an understanding of dieting and weight control are many. This portfolio offers a multitude of approaches to help meet such challenges. Six sessions are outlined which emphasize such concerns as body image, body type, nutrient needs, physical activity and diet evaluation. Materials included in this portfolio are teaching outlines, student pamphlets, activity sheets such as quizzes and diet evaluations, and background ' information printed for the teacher/leader. Suggested learning activities are primarily discussion, slide viewing, and dietary analysis activities. Teachers or leaders are encouraged to design more specific activities and evaluation methods appropriate for their particular group or classes. The extensive listing of recommended resources adds much to the usefulness of this weight control unit.
Audiovisual Aids Films Eat, Drink and Be Wary, 1975. From Churchill Films, 662 N. Robertson Blvd., Los Angeles, CA 90069, 16 mm film, color, sound, 21 min., $265. . Shoppers, consumer advocates, recogmzed n].ltritionauthorities, homemakers, ~nd ~hi1d~en express their personal opinIOns III thIS film on today's eating habits and the role ' of processed foods in the diet. Although it is acknowledged that food additives are not to ' be damned indiscriminately, the film questions· the increasing use of additives in today's foods and points out the controversies surrounding ,some of them. Nutritional losses from processi~g are also examined along with the high sugar content of many .processed foods. The role of advertising in increasing the acceptance .of highly processed foods is emphasized ~ith the high proportion of dollars spent lD promoting these foods dramatically illustrated. . Nutrition information in the film is accurate. The film effectively presents the point of view that a good diet .contains a high proportion of unprocessed and fresh foods rather than overprocessed or fabricated foods. It should motivate audiences from junipr' high level through adults to discuss spiritedly as 120 / Journal of
NUTRITlO~
EDUCATION
well as personally examine U .S. food habits today. The Sunny Munchy Crunchy Natural Food Shop, The National Film Board of Canada, Undated (ca 1975). From The Eccentric Circle, c/o Transit Media Library, P.O. Box 315, 779 Susquehanna Ave., Franklin Lakes, NJ 07417, 16 mm film, color, sound, 11 min., teacher's guide, 2 pp., purchase $155, rental $16. A film that makes no obvious comment is a challenge to review and a challenge to use in teaching because it calls for the viewer to expose his/her personal feelings on a subject. This film, which utilizes such a technique, shows various customers who frequent a "natural" food shop making their selections and discussing these with the proprietor. That's it. One could dismiss it therefore as a "put on" and a waste of the viewer's time or perhaps look at it as a film which triggers discussion on "natural" foods and related alternative life styles. The teacher's guide does not come across as neutral but seems to affirm the use of "natural" foods. Designed for use with junior high level and above, the film should definitely be previewed before . showing to determine appropriateness as well as to plan questions useful in discussing food attitudes. Before You Take That Bite, Bessie, D., 1974. From Film Fair Communications 10900 Ventura Blvd., Studio City, CA 91604, 16 mm film, color, sound, 14 min., purchase $185, rental $15. Along with depicting what are considered poor eating habits in teenagers~ skipped breakfasts, sweet snacks, "junk" foods, etc.-:-this film emphasizes health problems which may result from such habits. However, it fails to offer many positive alternatives. Fresh foods are strongly recommended over processed, and the relative nutritive values of certain foods are somewhat confusingly depicted by assigning them a numerical score (which appears to be based on a food "rating" system originally published as Nutrition Scoreboard; see review in 1. Nutr. Educ., 6:31, January-March, 1974,). Yet the viewer is not left with a clear plan to aid in selecti~g a nutritionally adequate diet. The film ·often moves slowly and raises many unanswered questions. If the film is used with a teen audience, the teacher or leader should critically preview it (as with all audiovisuals) so that these problem areas can be handled in. the classroom activities that follow. .
Filmstrips Toothtown, U.S.A., 1975. From National Dairy · Council, ·111 North Canal St., Chicago, IL 60606, filmstrip, 119
frames, divided into four units, cassette, wall chart, 36" x 48", 25 take-home posters, 11" x 17", teacher guide, 29 pp., $15.00. This learning package on dental health and sound nutrition practices utilizes a values clarification! approach. It would have great appeal for children, ages 5 to 10. Filmstrip characters, Molly Molar, Ike Incisor, and Mr. Toothsayer, point out the principles of good oral hygiene in a western movie setting. "O.K." snacks are presented as appealing, attractive alternates to Big Sugar Baddie, Old Soda Pop, and the rest of the hole-in-the-tooth gang. Take-home posters emphasize the importance of "O.K." snacks in the home environment. One outstanding feature is the use of the package container itselfa giant set of teeth are depicted-for learning brushing and flossing technique. Highly recommended for grades K-6. The Nutrition Series, 1974. From McGraw-Hill Films, 1221 Avenue of the Americas New York, NY 10020, set of six color filmstrips, each with cassette or record (manual and automatic frame change): No. I-Why You Eat, 60 frames; No.2-Digestion: You Are What You Eat, 60 frames; No. 3-Waido Learns About Nutrition: Part I-Fats, Carbohydrates, Proteins, 61 frames; No. 4-Waldo Learns About Nutrition: Part 2-MineraIs and Vitamins, 64 fmmes; No.5-Filling Food Needs, 58 frames; No.6-The Art of Balance: Controlling Body Weight, 52 frames; teacher's guide, 14 pp.; $109 per set with cassetttes; $97 with record. After viewing this series, junior high students should have a·better understanding of the various roles food can play, how food is digested, the major nutrients -their sources and general functions, the Four Food Groups, varying individual nutrient needs and weight control. Summary and repetition are effectively used throughout for greater retention of information, and individual self-tests are given at the end of some of the filmstrips for more active learning. The nutrition content is sound except for a few minor problems with the emphasis of sweets as . one good source of carbohydrates or the classification of pizza with poor snack foods. An attempt has been made to include children of various ethnic back~ grounds, and the doctor pictured is a woman. The accompanying guide contains summaries of the filmstrips as wel~ as student objectives (nonbehavioral), suggestions for the film strips'use, and supplemental activities. ' Editor's Note: For further information on the values clarification approach to teaching, refer to the book Clarifying Values Through Sub· ject Matter . .. Applications for the Class' r.oom, Winston Press, 1973, reviewed in J. Nutr. Educ., 7:76, April-June 1975. Vol. 7, No.3, July-September, 197&
Snack Facts, 1975. From Encore Visual Education, Inc., 1235 S. Victory Blvd., Burbank, CA 91506, filmstrip, 50 frames, color, cassette, approx. 12 minutes, teacher's guide, 6 pp. mimeo, $18.50. The need for choosing alternatives to many everyday snack items containing refined sugar and white flour is clearly and humorously explained for intermediate and junior high audiences. The cartoon-style filmstrip impresses the viewer with the amount of sugar in many snack foods and points out the relatively low levels of the five major nutrients normally found in these products. The process for refining flour in the U.S. is explained and the comparative food value of white (unenriched) vs. whole wheat flour is presented. Its attempt to lambaste white flour products may leave the viewer with an unrealistic regard for the role of whole wheat flour products in the diet. However, total variety is also stressed and suggestions for various alternative snack items are briefly made. A well-designed teacher's guide is also included. Food for Life: The Basic Four, 1975. From Tupperware Education Services, Tupperware Home Parties, Orlando, FL 32802, four filmstrips, color, each with cassette with automatic and manual frame change: Bread and Cereal Group, 61 frames, 13 min.; Meat, 73 fr,ames, 17 min.; Milk, 63 frames, 13 min.; Vegetables and Fruit, 66 frames, 13 min.; four overhead transparencies; recipe booklet, 95 pp., teacher's guide, looseleaf, ring binder; $12.50 per set. These filmstrips show a colorful variety of foods within each of the Four Food Gn;mps. The narrative gives some nutrition information with practical and useful information on food selection and storage integrated. Very little emphasis is on "product message." The filmstrips cover quite a bit of information. The conceptual framework of the filmstrips-nutrition, selection, and storage -is explained in the teacher's guide, as suggestions for using the aid, teaching/ learning experiences, student activities, and printed filmstrip scripts. The set is good value for the price and contains sound information. A number of nutrition and consumer economics experts are listed as consultants.
Games/Kits The Diet ComputerT... , 1974. From Vino Corp., 80 Commerce Dr., Rochester, NY 14623; plastic unit consisting of food weighing scale, weight control calculator, 91 calorie value cards; book Sensible Dieting, Wilson, M., 160 pp., pad of eight weight and calorie progress charts; $25.00. Additional books $2.00 each; extra card sets $5.00. Vol. 7, No. 3,July.September, 1975
The diet "computer" is really a simple calculator which adds up total calories consumed based on card information. Cards are of various thicknesses proportional to calorie values of the foods. A weight control calculator (sliding circular scale) helps determine ideal weight (measured against Metropolitan Life Insurance Tables) and the needed energy intake-tailored to physical activity level ("low," "moderate" or "heavy")-to attain ideal wieght over an extended period. The book, well-written by a nutritionist, gives sound information on many aspects of dieting. The Four Food Groups and the food "exchange" system are presented as two possible methods of diet planning by the individual dieter. The food weighing scale would be helpful in familiarizing the dieter with portion sizes. The limited number of calorie value cards make it difficult to calculate composite foods such as casseroles and salads without seeking other references. Among the cards, however, there are a few "blanks" to be filled in by the user. The food cards represent "all American" types (no ethnic foods). The "game" of feeding cards into the calculator could stimulate interest in a teenage or adult weight control group, individual, or family by increasing awareness of calorie values and how they add up. However the kit seems to be of limited value to seriously obese individuals. The Four Food Groups for Better Meals Game, Food and Nutrition Service, USDA, 1974. From Government Printing Office, Washington, DC 20402, instruction sheet, 25 game cards each 8" x 11", call numbers, Daily Food Guide poster, color, 22" x 28", $3.95. This game is played similar to bingo. Numbers are called out which also represent one of the Four Food Groups. A player with that number writes in the name of a food found in that group on his/her game card. Whoever completes a line correctly on the card first wins. Learning would be expected to take place as players practice food group classification. Any child who can write could participate in this game in school or as a club activity. The daily food guide poster included can be displayed during the game or to spark discussion on the variety of foods available in each group. The game would be a "fun" way of introducing children or adults to the subject of food selection for good health. One drawback: cards are not reusable unless old entries are crossed out or erased.
Classroom Teaching Aids ALL AlB PUBLICATIONS -Relate foods, nutrition to health and total fitness -Apply valid findings to educational needs • Designed with scope and sequence in mind • Classroom tested, evaluated by teachers • Prepared under guidance of Advisory Committee • AVAILABLE AT COST
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AMERICAN INSTITUTE OF BAKING 400 East Ontario Street Chicago, Illinois 60611
Posters For Your Good Health, 1975. From David C. Cook Publishing Co., School Journal of NUTRITION EDUCATION I 121
Products Div., Elgin, IL 60120,16 teaching pictures, 12" by 17", color; $5.50 per set. Designed for use with students in fourth through eighth grades, seven of the pictures deal with nutrition. Primarily photographic posters, they could be used as display items in classrooms, school cafeterias, libraries etc. The photos used are pleasant, of high quality, and depict various ethnic groups. Unfortunately, the discussion information on the backs of the pictures and in the accompanying teacher's guide is not clearly written, poorly organized, and contains inaccuracies and misleading statements (e.g., "Iron is found in . . . drinking water."). Suggestions for using the pictures are made, but information needed to follow these suggestions is not included. Many of the suggested learning activities are for teachers, not students. Foods pictured as representative of a food group are thoughtlessly chosen (e.g., bacon is the only meat item pictured in the meat group). The balanced meal
concept rather than a balanced total daily intake is emphasized which seems to be a much less sophisticated approach than this age group could handle. The Hypertension Unit, Dietor Systems, 1974. From National Health Systems, P.O. Box 1501, Ann Arbor, MI 48106, 16%" by 22V:z", color, single copy, $3.00; $24.00 per dozen. Following the same format as others in this series (J. Nutr. Educ., 6:112, 6:148, 7:37, 7:75), this poster offers information on controlling high blood pressure through a low-sodium diet along with tips on causes of hypertension, the role of exercise in treatment, bodily damage caused by this disorder, medication, and the taking of blood pressure readings. Foods are grouped into seven categories, each subdivided into foods of varying sodium levels in a diet plan practically identical to that found in "The Low Salt Unit" (J. Nutr. Educ., 7:37). Food items are further keyed to denote excessive
Reviews of Books Professional and Popular
World Protein Resources, Jones, A., Halsted Press, Div. of John Wiley & Sons, Inc., 605 Third Ave., New York, NY 10016, 1974,381 pp., $17.50. Should a poor book such as Jones' World Protein Resources be reviewed at all? The author disarms his potential reader: "Scientific and academic statements in this book may be criticized by purists but it is to be appreciated that the book is intended for universal appreciation. St~tements are written to be understood within the context. If the author offends by slightly bending the rules of scientific presentation, or by making a claim which may not prove absolutely correct if all factors are analyzed, he makes no apology. When everybody in the world has a full belly and contented mind there will be time to argue about details." Hence, it may be unimportant that the structural formulas for some amino acids contain errors and that other statements too numerous to mention are similarly not quite correct. Some are extraordinary. "The African Quelea is a member of the weaver family and is the world's most populous bird. It could number 1000 million million or 2000 tons of first class protein per person in the world" (p. 367). Isolated examples of the type of writing and information provided are: "Uruguay can be exampled as a classic example of synthetic urbanization." "It has been claimed that Uganda is an ideal country with relaxed well-fed people en122 I Journal of NUTRITION EDUCATION
joying the correct balance of sun and rain, providing that friction between the north and the south can be avoided." "The history of Turkey has been written frequently and from most points of view." Jones is a consultant food technologist, currently an advisor to the UN Industrial Development Organization. There are about 100 untitled tables and no references. An index is inadequate. The book is not recommended. Fortunately, there are available up-todate books on the extremely important problems of world protein resources. One example is the Academic Press series on New Protein Foods: Vol. lA, Technology, edited by A. M. Altschul, which appeared in 1974. Harold 0100tt, Ph.D., Professor, University of California Institute of Marine Resources, Davis, Calif. Fabricated Foods, Inglett, G.E., Ed., AVI Publishing Company, Inc., Westport, CT 06880, 1975, 212 pp., $20.00 U.S.; $21.00 other countries. Are fabricated foods viable technological innovations, the hope of the future, or unnecessary fakes? Inglett, a cereal technologist, and 15 contributors summarize their discussions of fabricated foods at an American Chemical Society Short Course held in Las Vegas in 1974. There are chapters on economic and developmental considerations, marketing, technology, evaluation, and nutrition. In setting the perspective, Inglett takes us to today's marketplace where many
cholesterol or saturated fat content. Variety in the diet is stressed. This chart would prove helpful in the instruction of hypertensive patients as a supplement to a personal diet instruction. The listing of foods is extensive, emphasizing the flexibility which is available within this dietary restriction. Nutrition Facts to Guide Your Food Choices, May, 1975. From Cereal Institute, Inc., 135 S. LaSalle St., Chicago, IL 60603, poster, color, 14V:z" by 2114", free. This poster represents one industry's effort to combine product information with consumer-oriented nutrition facts applicable to other foods. The front side briefly explains the goal of nutrition labeling and presents an example of such labeling found on breakfast cereal packages. On the reverse side, various types of ready-to-eat and hot breakfast cereals are defined and promoted and examples given. fabricated foods are "reproductions" of existing foods such as margarine, nondairy creamer, topping, and meat analogs. For the above and such fabrications as snacks, cookies, and soft drinks, the consumer paid 13 billion dollars in 1972. Yet, there is little in the book on the need, total social cost, benefits or consumeroriented philosophy. For example, what about the consumer who is not informed that his coffee contains a nondairy whitener? Some of the "whys" of new fabricated foods by Bird of USDA make sense. It's not difficult to accept the economics of using soybean as a meat extender, but other reasons such as enhanced nutrition and palatability could be debated. While Johnson (Hershey Foods) in his short chapter on government regulation warns that value, safety, and proper labeling and advertising are musts, nobody mentions nutrition education. Holahan of General Mills advocates an increased role for technology. At the same time, he gives the high energy cost of five calories to produce one calorie of U.S. food as compared to a 1:3 ratio (cost:yield) in China. A chapter by Lockmiller of A. E. Staley gives often hard-tofind data on soybean producers and production, conversion efficiencies of animals, and protein production per acre. There are good reviews of food physical chemistry, soybean proteins, meat flavors, extrusion processing, and sensory and texture evaluation. Glicksman of General Foods has an excellent chapter in which he discusses ingredients, processes, and a few formulations. George Briggs, (Univ. of California,. Berkeley) gives a short "course" in nutriVol. 7, No.3, July.September, 1975
sanitarians and certifiers of day care centers. A key link in the program was taking time to thoroughly orient resource people, which included giving them a discussion guide from the handbook. The day care certifiers are responsible for obtaining much of the audience. A letter with the program was mailed to each center, followed by phone calls or personal visits by the certifier. Newspaper publicity was also done. Certifiers presented those completing six hours of training a certificate of completion. Results During the 1973-74 year, 14 day care training programs were held, attended by an estimated 310 personnel from 110 centers and homes. Evaluations completed by participants indicated that acceptance of the program was very high. New ideas most frequently mentioned to be used right away in the centers were: greater variety of snacks, menu planning, and having children help in the preparation and serving of food. Ideas some anticipated trying "in a few months" were cost-control techniques
and varied nutrition education activities. Participants especially appreciated the opportunity for discussion, the resource people, and snack ideas. Generally, there was more to be covered than there was time. Follow-up activities to several of the programs have been planned. These include: consultations of local nutritionists with personnel at individual day care centers; a nutrition workshop 6 to 12 months later to share progress and learn more about nutrition; community college evening classes, especially for those involved with early childhood education; and continuing education for day care workers on other early childhood education topics. Judith Forest, Food and Nutrition Specialist, Extension Service, 161 Home Economics Bldg., Oregon State University, Corvallis, OR 97331; Chedw3lh Stein, Chief Nutrition Consultant, Oregon State Health Div., State OfJiceBldg., P.O. Box 31, Portland, OR 97201; and Carolyn Knutson, Nutrition Consultant, Head Start Program, 2600 Park Rd., Lake Oswego, OR 97034.
Reviews 01 Educational Materials Below are selected reviews of educational materials which are considered reliable and useful unless otherwise indicated.
Pamphlets and Leaflets 'Professional and Popular
Nutrition Your Children and You, Karsch B., 1974. From Day Care Services, The School District of Philadelphia, 2000 Race St., Philadelphia, PA 19103, 26 pp., $1.50; also available in Spanish Nutricion sus Ninos Usted. Intended to increase nutrition awareness in paraprofessionals and parents of day care children, this booklet defines nutrition-related. terms, discusses function and food sources for several nutrients, and highlights growth stages in children. Although generally sound, the explanations occasionally fall victim to overIlimplification. Some questionable techniques are also used. For example, snack and lunch combinations supplying large amounts of one nutrient are presented whereas it may have been more helpful to draw up combinations emphasizing total nutrient needs. The section on carbohydrate is confusing as caloric needs are concurrently · discussed, and the reader may interpret inaccurately the role of carbohydrates in determining caloric intake. Diet variety is stressed although amounts of food recommended to fulfill nutrient allowances are not usually given.
Cooking and Eating with Children, McAfee, 0., Haines, E. and Young, B., 1974. From Association for Childhood Education International, 3615 Wisconsin Ave., N.W., Washington, DC 20016, 48 pp., $2.50 plus 25 cents prepaid for handling and postage. This publication offers good practical information on organizing cooking experiences for children in the classroom or at home-preliminary planning, recipes, serving, cleaning up, etc. Of particular importance, is the chapter entitled "Learning From Cooking and Eating." It alerts adults to the myriad of learning experiences which can be gained from cooking and briefly discusses possibilities in developing nutrition knowledge, motor and perceptual skills, developing language, mathematics, science and social studies. Emphasis is placed on the determination of child's readiness for specific learning, what he/ she already knows before the food experience takes place, and the focusing on one or two specific objectives. Food and Nutrition Terminology: Definitions of Selected Terms and Expressions in Current Use (English only), Terminology Bulletin No. 28, 1974. From Unipub, Box 433, Murray Hill Sta., New York, NY 10016, 54 pp., mimeo, $3.50, limited supply, Prepayment required. Also available on microfiche, $5.00, from same source. Journal of NUTRITION EDUCATION / 117
Definitions~and many notes of explanation-are given for more than 140 words or expressions commonly encountered in the food and nutrition field. The ·definitions are classified in several sections: General Terms; Nutrition and Disease; Nutrition and Behavior; Diets and Dietary Surveys; Applied Nutrition; Food Science and Technology; and Nutrition in Food Economics. The bulletin was prepared jointly by FAO and WHO with collaboration from the International Union of Nutritional Sciences. For teaching or reference purposes, the publication should fill' a gap. It should be useful· especially in college and university libraries. and in the personal collection of many professionals.
Milk ••• Its Nutrient Value, 1975. From National Dairy Council, 111 N. Canal St., Chicago, IL 60606, 8 pp. 30 cents. Milk's nutrient composition, common forms, and dietary uses with various age groups are outlined. A bar graph and two tables highlight nutrient composition information. Although somewhat promotional, the pamphlet provides an honest appraisal of the role, this food has in the diet and would be appropriate for use with intermediate age students through adults. Childreu aud Television: Au ACT Bibliography, 1975. From Action for Children's Television, 46 Austin St., Newtonville, MA 02160,12 pp.foldout, 25 cents. One hundred sixteen printed materials relating to television and children are listed in this publication. Calories aud Weight, USDA Agricultural Information Bulletin No. 364, rev. 1974. From 'Oovernment Printing Office, Washington, DC 20402, 99 pp., $1.00. An updated pocket guide giving calorie values for common foods. It includes brief discussion of choosing foods for weight control from the Four Food Groups. Produce Marketiug Association Educacational Kit, undated (ca 1975). From Educational Services, Produce Marketing Assn., Inc., P.O. Box 674, Newark, DE 19711, free. A collection of a wide range of old and new pamphlets on fresh produce, e.g., grapes, citrus fruits, avocados, lettuce, etc., giving recipes, serving ideas, and product information. Some material is suitable for bulletin board display.
Aging Nutrition Education For The Older Ameri,can, Carlin, J., 1974. From New England Gerontology Center, 15 Garrison Ave., Durham, NH 03824, 27 pp., $1.00. 118 / Journal of NUTRITION EDUCATION
Originally developed for nutritionists and dietitians working with the National Nutrition Program for the Elderly (Title VII), this manual presents program suggestions which actively involve older people in nutrition projects. These include growing a vegetable garden, formation of a food co-op, and the production of a cookbook. Guidelines for discussion topics, teaching settings, and the production of a slide presentation are also given. References are included for these activities along with a brief annotated bibliography on nutrition education for the elderly. A worthwhile resource for those working with the aged.
Curriculum Guides Nutrition Now, 1974. From Pittsburgh Public Schools, Pittsburgh, PA 15213, teacher's manual, 127 pp., five transparencies, student activities outline, 36 pp., all boxed, $7.50. Nutrition Now is an instructional program designed for sixth to eighth grade students and is characterized by its interdisciplinary content, use of community resources, and personalized instruction. Students assess their own physical state by recording height, weight, and skinfold measurements. Fitness is rated according to the Harvard Step Test. Dental health ,a nd iron content in the blood are other checks made to assess each student's health. Topics included in the program outline include nutrition, diet and food requirements, nutrition and physical fitness, dental health, adolescent health and consumerism. For each topic, there are performance objectives, listing of materials .needed, and tabulated concepts and procedures. The program is designed so that it may be taught as a whole or in parts. A variety of learning resources is suggested to meet individual classroom needs. Learning activity packages for individual student use and program evaluation for students are other well thought out features. Sound, indepth supportive information is also provided for teachers. The course content would also be applicable for high school use as well. F.O.O.D. For Thought; Focus on Optimal Development, American School Food Service Assn., 1975. Two curriculum guides; one for primary level, one for intermediate. From ASFSA Publications, 4101 E. Iliff, Denver, CO 80222, 92 pp.; single copy, $5.00; 100 copies, $400; 250 copies, $750. In these guides, lessons are divided into four areas: nutrition, physical health, mental health, and developmental skills. Each subject area is subdivided into eight concepts. For each activity an objective is given,
sequential steps are outlined, and materials and time needed are specified. The nutrition activities include the identification and tasting of new foods, classification of foods in the Four Food Groups, analysis of school lunches for calories, the planning, preparation and serving of a meal, and additional activities such as growing vegetables, pricing foods, and drawings to illustrate proper eating behavior etc. The objectives are sometimes loosely related to the concepts, and the learning activity design often does not reflect preactivity student knowledge, individual involvement, or evaluation. These aspects would need to be designed by the teacher for optimum learning to take place.
Dental Health Diet Diary, 1975. From American Dental Assn., 211 E. Chicago Ave., Chicago, IL 60611, 10 pp., 25 copies, $2.15; 100 copies, $8.15; 500 copies, $38.50. This pamphlet offers dental patients a format for recording a 5-day dietary intake which can then be evaluated by a dentist for nutrition counseling. Space is provided for recording breakfast, lunch, dinner and snack entries, aswell as daily totals of the number of servings of the Four Food Groups and sugary snacks. Hopefully, publications like this will encourage more dentists to include nutritional aspects as part of their routine practice. Diet and Dental Health, 1975. From American Dental Assn., 211 E. Chicago Ave., Chicago, IL 60611, 10 pp., 25 copies, $3.20; 100 copies $12.10; 500 copies, $57.25. A program combining wise food selection with good general eating habits and dental care is outlined as a deterrent to tooth decay and periodontal disease. This includes a diet based on the Four Food Groups with emphasis on foods low in sugar and which do not adhere to the teeth. Fluoride protection techniques are also recommended. The reader is advised to read food labels for hidden sources of sugar and limit the use of often unsuspected breath mints, cough drops etc. The pamphlet is very well-done, graphically attractive and appropriate for upper interinediate level students through adults. Kici. the Sweet Snack Habit, 1975. From American Dental Assn., 211 E. Chicago Ave., Chicago, IL 60611, 2 pp., 100 copies, $2.90; 500 copies, $13.80. Designed to guide dental patients to the "right kinds" of snacks, this material briefly illustrates the dental decay process and presents foods from each of the Four Food Groups (and extra foods)under two headings-those which do and Vol. 7, No.3, July.September, 1975
do not necessarily promote good oral health. The criteria appear to be added sugar and adhesion quality. The listing does not attempt to promote nutritious foods, except implicitly . in the grouping of foods. Also available, same sourc~: Break the Chain of Tooth Decay, rev. 1974, 12 pp., foldout, 25 copies, $2.50; 100 copies, $9.60; 500 copies, $45.45.
Elementary Gussie Goose Introduces the Fruit & Vegetable Group, undated (ca 1974). From Office of Communication, USDA, Washington, DC 20250, 4 pp., single copy free. Intermediate level students can discover various tidbits about fruits and vegetables including some states where they are produced, the people and money involved in getting them from farm to table, those which are good providers of vitamins A and/ or C, and the amounts consumed per person annually. Also included are two partially completed crossword puzzles and one math problem as learning activities. This brief leaflet is sound and could possibly be used as a supportive piece following a Four Food Groups nutrition unit. Also available same source, single copy free, each 4 pp.: Fred, The Horse Who Likes Bread; Mary Mutton and the Meat Group; and Meet Molly-Moo, She's Blue But You Can Make Her Happy, Here's What You Can Do.
Food Buying and Preparation Family Fare, A Guide to Good Nutrition, USDA Home and Garden Bulletin No.1, f!!V. 1974. From Government Printing Office, Washington, DC 20402. 91 pp., $1.00. A slightly revised pamphlet on basic nutrition, food purchasing, and meal planning, including basic recipes. Suitable for high school and adult levels.
Heart Disease Coronary Heart Disease: Risk Factors and the Diet Debate, Hursh, L., rev. 1974. From National Dairy Council, 111 N. Canal St., Chicago, IL 60606,16 pp., 40 cents. Factors normally considered to be implicated in the etiology of cardiovascular disease are carefully examined in this pamphlet. Specific approaches undertaken to lower an individual's risk profile through diet are reviewed, emphasizing cholesterol and fats but also touching on fiber, sugar, total caloric intake, and meal patterns. Radical changes in eating habits for the entire population are not recommended but rather a control of as many risk factors as possible along with a nuVol. 7, No.3, July-September, 1975
tritionally adequate moderate diet. The booklet is thoughtfully and clearly written, suitable for secondary level students through adults. Understand Your Heart, Irwin, T., 1974. From Public Affairs Committee, 381 Park Ave. South, New York, NY 10016, 28pp., 35 cents. Written in a clear, concise format, this pamphlet explains how the heart functions, major types of heart afHiction, persons who are the likely victims of heart attack, significant risk factors, and what can be done to help a heart patient. Guidelines for good living recommended by cardiologists are also included-medical checkups, weight control, moderate exercise, prudent (fat-modified) diet, and quitting smoking. The pamphlet is a good resource for the general public.
Nutrition Labeling Nutrition Labeling: Tools for Its Use, USDA Agricultural Research Service, 1975 .. From Government Printing Office, WashIngton, DC 20402, 57 pp., $1.15. This material is designed to help the consumer understand and use nutrition information on food labels. It explains label design and offers supplemental information to be used with labeling in diet planning and evaluation, including: a listing of percentages of the U.S. RDA for individuals of various age levels; an extensive listing of calories and percentage of U.S. RDA of common portion sizes of 878 foods; and detailed lists of important food sources of nutrients and amounts in various foods. Foods not nQrmally labeled in the store are included. Variety in the diet is emphasized. The material would be very useful to both consumer and nutrition educator. Nutrimeter, USDA Agricultural Research Service, 1975. From Government Printing Office, Washington, DC 20402, 6 pp. foldout with insert and cut-out symbols; teacher's guide, 4 pp.; student guide, 5pp.; 70 cents. Cut-out symbols are inserted into diecut bar graphs representing U ,S. RDA levels of eight key nutrients. This tool enables a running total of these nutrients -plus calorie intake-to be made. A table giving percentages of the U.S. RDA for different ages and sexes, brief information on nutrient sources and the Four Food Groups, and instructions on using the device are also included. It is a handy quick way of introducing consumers or secondary students to nutrition labeling.
School Food Service Discovering Vegetables; The Nutrition Education Guidebook for School Food Service Managers and Cooperators,
1975. From Nutrition and Technical Services Staff, Food and Nutrition Service, USDA, Rm. 556, 500 12th St.; S.W., Washington, DC 20250 (or USDA regionaloffices), 16 pp., free. The learning activities outlined in this booklet would offer children ages five to eight opportunities to name, taste,and prepare a variety of vegetables with the hope that this experience will increase their acceptance in the diet. Arranged in sequential order, these activities are sug~ gested for use as separate units or integrated into other study areas, some directly related to school food service programs, others to classroom activities. A list of equipment needed, recipes, and resource materials are included. A method for individual participation by each child in the class is not built into this outline but left to the designs of individual class leaders. Many of the ideas presented for use with vegetables could be used with other classes of foods. This guide admirably emphasizes cooperation between school food service personnel and parents, teachers, or principals in developing nutrition education experiences for children. Food Service Programs for Children: An Annotated Bibliography, 1975. From National Agricultural Library, USDA, Beltsville, MD 20705, 78 pp., single copy free. The nearly 600 materials listed in this extensive and useful bibliography relate specifically to the National School Lunch Program, the School Breakfast Program, the Special Food Service Program for Children, and the Special Milk Program . Each of the citations includes complete bibliographic descriptor terms, and an abstract. Subject, author, and title indices are also included.
Teenage/Secondary Gulp! Weird Tales ofthe Stomach!, undated (ca 1975). From Martha Mapes, Senior Extension Associate, Division of Nutritional Sciences, New York State College of Human Ecology, 306 Martha Van Rensselaer Hall, Cornell University, Ithaca, NY 14850,24 pp., single copies, 25 cents, bulk rate, 15 cents. Putting youth in touch with nutrition through traditional educational methods has not always been terribly successful. This approach-'a fantasy oriented comic -offers nutrition concepts in a media form that may be accepted more readily. Imaginatively presented are three aspects of nutrition of particular interest to the teenager: body build, soft drink consumption, and fad dieting. The comic communicates sound information in a noncondescending, funny and genuine manner. Teachers, parents and other youth educators should find it useful, not Journal of NUTRITION EDUCATION / 119
only as a specific teaching tool, but also as an example of an alternative educational method. Fad Dieting? A Portfolio of Resource Materials, Cornell University Cooperative Extension Service, 1974. From Building #7, Research Park, Ithaca, NY 14853, 6 section looseleaf portfolio, $3.00. The challenges of imparting to adolescents an understanding of dieting and weight control are many. This portfolio offers a multitude of approaches to help meet such challenges. Six sessions are outlined which emphasize such concerns as body image, body type, nutrient needs, physical activity and diet evaluation. Materials included in this portfolio are teaching outlines, student pamphlets, activity sheets such as quizzes and diet evaluations, and background ' information printed for the teacher/leader. Suggested learning activities are primarily discussion, slide viewing, and dietary analysis activities. Teachers or leaders are encouraged to design more specific activities and evaluation methods appropriate for their particular group or classes. The extensive listing of recommended resources adds much to the usefulness of this weight control unit.
Audiovisual Aids Films Eat, Drink and Be Wary, 1975. From Churchill Films, 662 N. Robertson Blvd., Los Angeles, CA 90069, 16 mm film, color, sound, 21 min., $265. . Shoppers, consumer advocates, recogmzed n].ltritionauthorities, homemakers, ~nd ~hi1d~en express their personal opinIOns III thIS film on today's eating habits and the role ' of processed foods in the diet. Although it is acknowledged that food additives are not to ' be damned indiscriminately, the film questions· the increasing use of additives in today's foods and points out the controversies surrounding ,some of them. Nutritional losses from processi~g are also examined along with the high sugar content of many .processed foods. The role of advertising in increasing the acceptance .of highly processed foods is emphasized ~ith the high proportion of dollars spent lD promoting these foods dramatically illustrated. . Nutrition information in the film is accurate. The film effectively presents the point of view that a good diet .contains a high proportion of unprocessed and fresh foods rather than overprocessed or fabricated foods. It should motivate audiences from junipr' high level through adults to discuss spiritedly as 120 / Journal of
NUTRITlO~
EDUCATION
well as personally examine U .S. food habits today. The Sunny Munchy Crunchy Natural Food Shop, The National Film Board of Canada, Undated (ca 1975). From The Eccentric Circle, c/o Transit Media Library, P.O. Box 315, 779 Susquehanna Ave., Franklin Lakes, NJ 07417, 16 mm film, color, sound, 11 min., teacher's guide, 2 pp., purchase $155, rental $16. A film that makes no obvious comment is a challenge to review and a challenge to use in teaching because it calls for the viewer to expose his/her personal feelings on a subject. This film, which utilizes such a technique, shows various customers who frequent a "natural" food shop making their selections and discussing these with the proprietor. That's it. One could dismiss it therefore as a "put on" and a waste of the viewer's time or perhaps look at it as a film which triggers discussion on "natural" foods and related alternative life styles. The teacher's guide does not come across as neutral but seems to affirm the use of "natural" foods. Designed for use with junior high level and above, the film should definitely be previewed before . showing to determine appropriateness as well as to plan questions useful in discussing food attitudes. Before You Take That Bite, Bessie, D., 1974. From Film Fair Communications 10900 Ventura Blvd., Studio City, CA 91604, 16 mm film, color, sound, 14 min., purchase $185, rental $15. Along with depicting what are considered poor eating habits in teenagers~ skipped breakfasts, sweet snacks, "junk" foods, etc.-:-this film emphasizes health problems which may result from such habits. However, it fails to offer many positive alternatives. Fresh foods are strongly recommended over processed, and the relative nutritive values of certain foods are somewhat confusingly depicted by assigning them a numerical score (which appears to be based on a food "rating" system originally published as Nutrition Scoreboard; see review in 1. Nutr. Educ., 6:31, January-March, 1974,). Yet the viewer is not left with a clear plan to aid in selecti~g a nutritionally adequate diet. The film ·often moves slowly and raises many unanswered questions. If the film is used with a teen audience, the teacher or leader should critically preview it (as with all audiovisuals) so that these problem areas can be handled in. the classroom activities that follow. .
Filmstrips Toothtown, U.S.A., 1975. From National Dairy · Council, ·111 North Canal St., Chicago, IL 60606, filmstrip, 119
frames, divided into four units, cassette, wall chart, 36" x 48", 25 take-home posters, 11" x 17", teacher guide, 29 pp., $15.00. This learning package on dental health and sound nutrition practices utilizes a values clarification! approach. It would have great appeal for children, ages 5 to 10. Filmstrip characters, Molly Molar, Ike Incisor, and Mr. Toothsayer, point out the principles of good oral hygiene in a western movie setting. "O.K." snacks are presented as appealing, attractive alternates to Big Sugar Baddie, Old Soda Pop, and the rest of the hole-in-the-tooth gang. Take-home posters emphasize the importance of "O.K." snacks in the home environment. One outstanding feature is the use of the package container itselfa giant set of teeth are depicted-for learning brushing and flossing technique. Highly recommended for grades K-6. The Nutrition Series, 1974. From McGraw-Hill Films, 1221 Avenue of the Americas New York, NY 10020, set of six color filmstrips, each with cassette or record (manual and automatic frame change): No. I-Why You Eat, 60 frames; No.2-Digestion: You Are What You Eat, 60 frames; No. 3-Waido Learns About Nutrition: Part I-Fats, Carbohydrates, Proteins, 61 frames; No. 4-Waldo Learns About Nutrition: Part 2-MineraIs and Vitamins, 64 fmmes; No.5-Filling Food Needs, 58 frames; No.6-The Art of Balance: Controlling Body Weight, 52 frames; teacher's guide, 14 pp.; $109 per set with cassetttes; $97 with record. After viewing this series, junior high students should have a·better understanding of the various roles food can play, how food is digested, the major nutrients -their sources and general functions, the Four Food Groups, varying individual nutrient needs and weight control. Summary and repetition are effectively used throughout for greater retention of information, and individual self-tests are given at the end of some of the filmstrips for more active learning. The nutrition content is sound except for a few minor problems with the emphasis of sweets as . one good source of carbohydrates or the classification of pizza with poor snack foods. An attempt has been made to include children of various ethnic back~ grounds, and the doctor pictured is a woman. The accompanying guide contains summaries of the filmstrips as wel~ as student objectives (nonbehavioral), suggestions for the film strips'use, and supplemental activities. ' Editor's Note: For further information on the values clarification approach to teaching, refer to the book Clarifying Values Through Sub· ject Matter . .. Applications for the Class' r.oom, Winston Press, 1973, reviewed in J. Nutr. Educ., 7:76, April-June 1975. Vol. 7, No.3, July-September, 197&
Snack Facts, 1975. From Encore Visual Education, Inc., 1235 S. Victory Blvd., Burbank, CA 91506, filmstrip, 50 frames, color, cassette, approx. 12 minutes, teacher's guide, 6 pp. mimeo, $18.50. The need for choosing alternatives to many everyday snack items containing refined sugar and white flour is clearly and humorously explained for intermediate and junior high audiences. The cartoon-style filmstrip impresses the viewer with the amount of sugar in many snack foods and points out the relatively low levels of the five major nutrients normally found in these products. The process for refining flour in the U.S. is explained and the comparative food value of white (unenriched) vs. whole wheat flour is presented. Its attempt to lambaste white flour products may leave the viewer with an unrealistic regard for the role of whole wheat flour products in the diet. However, total variety is also stressed and suggestions for various alternative snack items are briefly made. A well-designed teacher's guide is also included. Food for Life: The Basic Four, 1975. From Tupperware Education Services, Tupperware Home Parties, Orlando, FL 32802, four filmstrips, color, each with cassette with automatic and manual frame change: Bread and Cereal Group, 61 frames, 13 min.; Meat, 73 fr,ames, 17 min.; Milk, 63 frames, 13 min.; Vegetables and Fruit, 66 frames, 13 min.; four overhead transparencies; recipe booklet, 95 pp., teacher's guide, looseleaf, ring binder; $12.50 per set. These filmstrips show a colorful variety of foods within each of the Four Food Gn;mps. The narrative gives some nutrition information with practical and useful information on food selection and storage integrated. Very little emphasis is on "product message." The filmstrips cover quite a bit of information. The conceptual framework of the filmstrips-nutrition, selection, and storage -is explained in the teacher's guide, as suggestions for using the aid, teaching/ learning experiences, student activities, and printed filmstrip scripts. The set is good value for the price and contains sound information. A number of nutrition and consumer economics experts are listed as consultants.
Games/Kits The Diet ComputerT... , 1974. From Vino Corp., 80 Commerce Dr., Rochester, NY 14623; plastic unit consisting of food weighing scale, weight control calculator, 91 calorie value cards; book Sensible Dieting, Wilson, M., 160 pp., pad of eight weight and calorie progress charts; $25.00. Additional books $2.00 each; extra card sets $5.00. Vol. 7, No. 3,July.September, 1975
The diet "computer" is really a simple calculator which adds up total calories consumed based on card information. Cards are of various thicknesses proportional to calorie values of the foods. A weight control calculator (sliding circular scale) helps determine ideal weight (measured against Metropolitan Life Insurance Tables) and the needed energy intake-tailored to physical activity level ("low," "moderate" or "heavy")-to attain ideal wieght over an extended period. The book, well-written by a nutritionist, gives sound information on many aspects of dieting. The Four Food Groups and the food "exchange" system are presented as two possible methods of diet planning by the individual dieter. The food weighing scale would be helpful in familiarizing the dieter with portion sizes. The limited number of calorie value cards make it difficult to calculate composite foods such as casseroles and salads without seeking other references. Among the cards, however, there are a few "blanks" to be filled in by the user. The food cards represent "all American" types (no ethnic foods). The "game" of feeding cards into the calculator could stimulate interest in a teenage or adult weight control group, individual, or family by increasing awareness of calorie values and how they add up. However the kit seems to be of limited value to seriously obese individuals. The Four Food Groups for Better Meals Game, Food and Nutrition Service, USDA, 1974. From Government Printing Office, Washington, DC 20402, instruction sheet, 25 game cards each 8" x 11", call numbers, Daily Food Guide poster, color, 22" x 28", $3.95. This game is played similar to bingo. Numbers are called out which also represent one of the Four Food Groups. A player with that number writes in the name of a food found in that group on his/her game card. Whoever completes a line correctly on the card first wins. Learning would be expected to take place as players practice food group classification. Any child who can write could participate in this game in school or as a club activity. The daily food guide poster included can be displayed during the game or to spark discussion on the variety of foods available in each group. The game would be a "fun" way of introducing children or adults to the subject of food selection for good health. One drawback: cards are not reusable unless old entries are crossed out or erased.
Classroom Teaching Aids ALL AlB PUBLICATIONS -Relate foods, nutrition to health and total fitness -Apply valid findings to educational needs • Designed with scope and sequence in mind • Classroom tested, evaluated by teachers • Prepared under guidance of Advisory Committee • AVAILABLE AT COST
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AMERICAN INSTITUTE OF BAKING 400 East Ontario Street Chicago, Illinois 60611
Posters For Your Good Health, 1975. From David C. Cook Publishing Co., School Journal of NUTRITION EDUCATION I 121
Products Div., Elgin, IL 60120,16 teaching pictures, 12" by 17", color; $5.50 per set. Designed for use with students in fourth through eighth grades, seven of the pictures deal with nutrition. Primarily photographic posters, they could be used as display items in classrooms, school cafeterias, libraries etc. The photos used are pleasant, of high quality, and depict various ethnic groups. Unfortunately, the discussion information on the backs of the pictures and in the accompanying teacher's guide is not clearly written, poorly organized, and contains inaccuracies and misleading statements (e.g., "Iron is found in . . . drinking water."). Suggestions for using the pictures are made, but information needed to follow these suggestions is not included. Many of the suggested learning activities are for teachers, not students. Foods pictured as representative of a food group are thoughtlessly chosen (e.g., bacon is the only meat item pictured in the meat group). The balanced meal
concept rather than a balanced total daily intake is emphasized which seems to be a much less sophisticated approach than this age group could handle. The Hypertension Unit, Dietor Systems, 1974. From National Health Systems, P.O. Box 1501, Ann Arbor, MI 48106, 16%" by 22V:z", color, single copy, $3.00; $24.00 per dozen. Following the same format as others in this series (J. Nutr. Educ., 6:112, 6:148, 7:37, 7:75), this poster offers information on controlling high blood pressure through a low-sodium diet along with tips on causes of hypertension, the role of exercise in treatment, bodily damage caused by this disorder, medication, and the taking of blood pressure readings. Foods are grouped into seven categories, each subdivided into foods of varying sodium levels in a diet plan practically identical to that found in "The Low Salt Unit" (J. Nutr. Educ., 7:37). Food items are further keyed to denote excessive
Reviews of Books Professional and Popular
World Protein Resources, Jones, A., Halsted Press, Div. of John Wiley & Sons, Inc., 605 Third Ave., New York, NY 10016, 1974,381 pp., $17.50. Should a poor book such as Jones' World Protein Resources be reviewed at all? The author disarms his potential reader: "Scientific and academic statements in this book may be criticized by purists but it is to be appreciated that the book is intended for universal appreciation. St~tements are written to be understood within the context. If the author offends by slightly bending the rules of scientific presentation, or by making a claim which may not prove absolutely correct if all factors are analyzed, he makes no apology. When everybody in the world has a full belly and contented mind there will be time to argue about details." Hence, it may be unimportant that the structural formulas for some amino acids contain errors and that other statements too numerous to mention are similarly not quite correct. Some are extraordinary. "The African Quelea is a member of the weaver family and is the world's most populous bird. It could number 1000 million million or 2000 tons of first class protein per person in the world" (p. 367). Isolated examples of the type of writing and information provided are: "Uruguay can be exampled as a classic example of synthetic urbanization." "It has been claimed that Uganda is an ideal country with relaxed well-fed people en122 I Journal of NUTRITION EDUCATION
joying the correct balance of sun and rain, providing that friction between the north and the south can be avoided." "The history of Turkey has been written frequently and from most points of view." Jones is a consultant food technologist, currently an advisor to the UN Industrial Development Organization. There are about 100 untitled tables and no references. An index is inadequate. The book is not recommended. Fortunately, there are available up-todate books on the extremely important problems of world protein resources. One example is the Academic Press series on New Protein Foods: Vol. lA, Technology, edited by A. M. Altschul, which appeared in 1974. Harold 0100tt, Ph.D., Professor, University of California Institute of Marine Resources, Davis, Calif. Fabricated Foods, Inglett, G.E., Ed., AVI Publishing Company, Inc., Westport, CT 06880, 1975, 212 pp., $20.00 U.S.; $21.00 other countries. Are fabricated foods viable technological innovations, the hope of the future, or unnecessary fakes? Inglett, a cereal technologist, and 15 contributors summarize their discussions of fabricated foods at an American Chemical Society Short Course held in Las Vegas in 1974. There are chapters on economic and developmental considerations, marketing, technology, evaluation, and nutrition. In setting the perspective, Inglett takes us to today's marketplace where many
cholesterol or saturated fat content. Variety in the diet is stressed. This chart would prove helpful in the instruction of hypertensive patients as a supplement to a personal diet instruction. The listing of foods is extensive, emphasizing the flexibility which is available within this dietary restriction. Nutrition Facts to Guide Your Food Choices, May, 1975. From Cereal Institute, Inc., 135 S. LaSalle St., Chicago, IL 60603, poster, color, 14V:z" by 2114", free. This poster represents one industry's effort to combine product information with consumer-oriented nutrition facts applicable to other foods. The front side briefly explains the goal of nutrition labeling and presents an example of such labeling found on breakfast cereal packages. On the reverse side, various types of ready-to-eat and hot breakfast cereals are defined and promoted and examples given. fabricated foods are "reproductions" of existing foods such as margarine, nondairy creamer, topping, and meat analogs. For the above and such fabrications as snacks, cookies, and soft drinks, the consumer paid 13 billion dollars in 1972. Yet, there is little in the book on the need, total social cost, benefits or consumeroriented philosophy. For example, what about the consumer who is not informed that his coffee contains a nondairy whitener? Some of the "whys" of new fabricated foods by Bird of USDA make sense. It's not difficult to accept the economics of using soybean as a meat extender, but other reasons such as enhanced nutrition and palatability could be debated. While Johnson (Hershey Foods) in his short chapter on government regulation warns that value, safety, and proper labeling and advertising are musts, nobody mentions nutrition education. Holahan of General Mills advocates an increased role for technology. At the same time, he gives the high energy cost of five calories to produce one calorie of U.S. food as compared to a 1:3 ratio (cost:yield) in China. A chapter by Lockmiller of A. E. Staley gives often hard-tofind data on soybean producers and production, conversion efficiencies of animals, and protein production per acre. There are good reviews of food physical chemistry, soybean proteins, meat flavors, extrusion processing, and sensory and texture evaluation. Glicksman of General Foods has an excellent chapter in which he discusses ingredients, processes, and a few formulations. George Briggs, (Univ. of California,. Berkeley) gives a short "course" in nutriVol. 7, No.3, July.September, 1975