Edited by Hope Wilson and Leigh Ann Ed-wards, Editorial Assistants, GEMs and Reviews

Books, curricula, audiovisuals, and other re-sources that nutrition professionals may use forreference, continuing education, or in a formal orinformal education setting are designated “pro-fessional.” Books, handouts, diet plans, and otherresources specified by authors as being written forgeneral audiences are categorized as “consumer.”Inclusion of any material in this section does notimply endorsement by the Society for NutritionEducation.Evaluative comments contained in thereviews reflect the views of the authors. Pricesquoted are those provided by the publishers at thetime materials were submitted. They may nolonger be current when the review is published.

( J Nutr Educ Behav. 2003;35:339-346.)

ProfessionalNutrition Counseling in the Treatmentof Eating Disorders. Herrin M, 2003.From Brunner-Routledge, 29 West 35th St,New York, NY 10001, hardcover, 284 pp,$34.95, ISBN 1-58391-031-X.

Nutrition Counseling in the Treat-ment of Eating Disorders is written for

clinicians who provide food- and weight-relatedcounseling, interventions, education, and moni-toring for eating-disordered patients in an outpa-tient setting.

Appropriate treatment of patients witheating disorders requires skillful and effec-tive integration of both psychological andnutritional interventions.This can be chal-lenging because many practitioners haveexpertise in only one discipline.This bookprovides current and sound informationabout both disciplines.

The book is divided into 3 sections.Thefirst section provides basic information onthe principles of nutrition counseling, a re-view of psychological therapies and ap-proaches that are most useful to nutritioncounseling, and the nutrition educationtopics that are important in the treatment ofeating disorders. The second section pro-vides the “nuts and bolts” of restoring nor-mal nutrition intake and includes informa-tion on meal planning and self-monitoring.In the last section, each chapter provides ap-proaches for specific issues: weight manage-ment, weight restoration, management ofbinging and purging, and exercise manage-ment. The last chapter provides insight onhelping patients who present with comor-bid conditions such as obesity, diabetes,pregnancy, and food allergies, as well as sug-gestions on devising meal plans for vegetar-ians. Although eating disorders are a psy-chological condition, recovery requires

nutritional intervention to correct malnu-trition and to promote a normal approachto food, eating, and weight control.There-fore, one of the challenges of treating eatingdisorders is the integration of psychother-apy and nutrition counseling. Herrin drawson her knowledge and experience to pro-vide a focused synthesis of both fields.

One of the strengths of this book isthe practical suggestions that are offered.For example, power struggles between thecounselor and patient are common and canknock treatment off course. Herrin dis-cusses the importance and the process ofcollaborative approaches that minimize thisconflict.The nutrition counseling section isbased on the well-accepted principles ofpsychoeducation.

What makes this book unique and use-ful is the third section.This is where Herrinunifies the psychological and nutritionaltherapies for suggestions on dealing withspecific weight and eating issues. Her ap-proaches are grounded and practical.Whileacknowledging that there is a lack of re-search of effective nutritional counseling inthe treatment of eating disorders,Herrin hasassembled comprehensive references thatsupport the treatment approaches discussed.

Another strength of this book is the 50pages of appendices that provide specificand useful information in a quick and easyto use format and include everything fromdiagnostic guidelines to educational materi-als for the patient and tools for the profes-sional. In particular, the Food Plan Templatewill help give support and structure to thedesired eating behaviors.

This book provides much needed infor-mation to professionals, from any discipline,involved in the treatment of eating disorders.

Debra Boardley, PhD, RD, LD, AssociateProfessor of Public Health, University ofToledo, Mail Stop 201,Toledo, OH 43606;Nutritionist, River Centre Clinic, EatingDisorders Program, Sylvania, OH 43560

Professional/ConsumerThe Down Syndrome Nutrition Hand-book: A Guide to Promoting HealthyLifestyles. Guthrie-Medlin JE, 2002. FromWoodbine House, 6510 Bells Mill Rd,Bethesda, MD 20817, (301) 897-3570, soft-cover, 430 pp, $19.95, ISBN 1-890627-23-2.

The Down Syndrome NutritionHandbook: A Guide to PromotingHealthy Lifestyles is a resource for parents

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BOOKS

EDUCATIONAL MATERIALS IN REVIEW

BooksNutrition Counseling in the

Treatment of Eating Disorders . .339The Down Syndrome Nutrition

Handbook:A Guide to Promoting Healthy Lifestyles . . .339

Food Systems for Improved Human Nutrition . . . . . . . . . .340

Educational CurriculaEssentials of Food Safety &

Sanitation/Quick Reference to Food Safety & Sanitation . . . . .341

The Healthy Diabetes Plate . . . . .342Audiovisuals

Healthy Living Program, Module 2:Healthy Living for Elders . . . . .343

Breakfast: Most Important Meal of the Day . . . . . . . . . . . . . . .344

Supermarket Persuasion:What Marketers Know . . . . . . .344

Resource PacketsHealthy Habits for Healthy Kids . .345

Recent Arrivals . . . . . . . . . . . . .346

TABLE OF CONTENTS

and families of children, teens, and adults withDown syndrome as well as health professionalswho work with people with Down syndrome ormental retardation. This book combines sciencewith good sense, facts with wisdom, and realitywith hope to provide guidance for optimizing nu-trition across a lifetime. It serves as an excellentguide for parents who are raising a child withDown syndrome and for professionals who areseeking to lessen the health risks associated withDown syndrome.

How do you encourage children to trynew foods? What is celiac disease? Why isit important for young children to havewhole milk? How do you get modificationsfor your child’s school lunch if needed? An-swers to these questions and many more canbe found in this excellent resource for par-ents and health professionals.

The book is divided into 4 sections,with the first section covering topics relatedto nutrition and feeding issues for infantsand the infant-mother feeding relationship.The second section includes concepts ofnutrition, physiology, alternative therapies,and specific conditions that might co-occurwith Down syndrome. The third sectionemphasizes many ways to teach about mak-ing healthful choices regarding eating andexercise for children of all ages. Section 4lays out various learning activities related tousing the Food Guide Pyramid, makinggoals, and role-playing to solve problems.The appendices include lists of activities forchildren with Down syndrome at differentages, a formula for determining calorieneeds, information about desirable bodyweight for children with Down syndrome,and growth charts specific to children withDown syndrome, as well as the Centers forDisease Control and Prevention/National

Center for Health Statistics 2000 growthcharts. However, references for research ar-ticles are not always included.

The book begins with an excellentchapter on feeding during the first year oflife that covers everything from the physicalprocess (oral-motor development) to theemotional aspects of eating.There are somehelpful tips on ways to introduce new foodsand good advice on when to ask for profes-sional help.This chapter has useful informa-tion for promoting successful eating for anyinfant in addition to specific information forbabies with Down syndrome or develop-mental delays. One chapter offers practicaladvice on teaching your child about cook-ing, including grocery shopping, label read-ing, and creating your own cookbook.A listof cookbooks with descriptions appropriatefor use with children is included in the ref-erence list at the end of the book.

Throughout the book, the author stressesthe importance of maintaining a healthyweight by offering healthful choices, teach-ing about nutrition, and encouraging phys-ical activity. There is an entire chapter onweight management and another on fitnessand activity.Although maintaining a healthyweight is a challenge for all Americans, thiscan be especially difficult for children andadults with Down syndrome because thiscondition often results in a lower basalmetabolic rate, with 10 to 15% fewer calo-ries needed to maintain weight when at rest.

The Down Syndrome Nutrition Handbook isan excellent reference for parents and healthprofessionals and includes information,teaching tools, and practical tips relevant toall children, teenagers, and young adults.

Kristine Kelsey, PhD, MS, RD, ResearchAssistant Professor, Department of Nutri-tion, University of North Carolina, ChapelHill School of Public Health, CB# 7461,Chapel Hill, NC 27599

ProfessionalFood Systems for Improved HumanNutrition. Kataki PK, Babu SC, 2002.From Food Products Press, 10 Alice St,Binghamton, NY 13904-1580, (800) 429-6784, softcover, 394 pp, $49.95, ISBN 1-56022-103-8.

This book presents the current scientific evi-dence of the merits of the food systems and food-based approach to improving human nutrition. Itaddresses the challenges of producing food in quan-tity and quality that is accessible to and meets thenutritional needs of people in developing countries.

The tower of Babel unscrambled! This isa long overdue book that brings together

the knowledge of various disciplines basedon the understanding of human nutrition.In this book, total production, yield/hectare, and metric tons exported are notthe major focus, although they are impor-tant. Iodine, iron, vitamin A, calcium suffi-ciency, and their impact on health, humancognitive development, and productivity arethe major concerns.

The first 3 chapters discuss the natureand the magnitude of food insecurity andmalnutrition in developing countries andexplain the concept of “food systems” and“food-based” strategies to address macro-and micronutrient malnutrition. For non-nutritionists, there is straightforward expla-nation of the various indicators of nutri-tional health, their measurement, and theextent of the threat of micronutrient defi-ciencies, as well as discussion on the differ-ences between plant and animal sources ofmicronutrients, their bioavailability, and fac-tors that facilitate or inhibit their absorption.

Five chapters are dedicated to the pre-sentation of case studies on cropping sys-tems, vegetable crop production, agro-forestry systems, fisheries, and crossbredcow technologies and their potential im-pact on macro- and micronutrient nutrition.

The chapter on “delivering micronutri-ents” through food fortification gives agood historical account of the success offortification and enrichment of foods andalso outlines the challenges and constraintsin fortification in many developing coun-tries, where conditions are less than optimalfor such strategies. Finally, the book endswith a chapter that provides a frameworkand an organizational procedure for design-

340 EDUCATIONAL MATERIALS IN REVIEW (J Nutr Educ Behav. 2003;35:339-346.)

ing food and nutrition interventions usinga food systems approach.

My major concern with this book is thatit reads as if the problem is an Asian one andthat the solution and efforts are comingfrom that region only.With the exception ofthe chapter on crossbred cow technologyfrom Ethiopia, the majority of case studiesare taken from Asia,with few or cursory ref-erence to the problem and work in otherparts of the world. Although Asia, with itslarge population, continues to reign in ab-solute numbers of stunted and underweight,it has been showing a significant decrease inthe prevalence of malnourished since 1980.In Africa, the reverse is true. In fact, if pre-sent trends continue,Asia and Africa will beon a collision course, with their trajectoriescrossing at about 2015-2020, with theprevalence of malnutrition in Asia fallingand that of Africa rising. Although this factwas explicitly presented on page 12, it wasalmost ignored throughout the rest of thebook.Therefore, this bias, the authors’ insti-tutional affiliations and regional interestsnotwithstanding, makes this book less ap-plicable to other regions of the world.

This book would have benefited from achapter that included the studies on the ef-fects of the different micronutrient defi-ciencies (even at subclinical levels) on mor-bidity, mortality, cognitive development,and adult productivity. Such a chapterwould have given the book that “extrapunch” to be convincing that rigorous sci-entific evidence does exist and that theconsequences are dire for the human race.

The chapter by Popkin et al is superflu-ous to the main objective of the book.Theinformation in this chapter would havebeen better served in the introduction ifonly to emphasize the complexity of nutri-tion and health problems in developingcountries and to point out the influence ofthe world market systems.

The most important chapter could havebeen the last chapter on designing nutri-tion interventions with food systems. Aspresented, it is too sketchy, theoretical, anda bit dated. Since 1994, when the frame-work was first published, we have learned alot more about such frameworks. A majordeficiency in this chapter is the absence ofadequate discussion of “linkages.” Withouta thorough understanding of what movesan individual or a unit from one level to thenext and how that occurs, the outcomessought become nebulous.The unidirection-ality suggested in the framework is mislead-ing and oversimplified. Similarly, the orga-nizational procedure, depicted in Figure 2,

is too global and nonfunctional in mostcountries. It is the “ideal” perhaps, but mostcountries do not have a ministry of healthand agriculture with adequate human orother resources to undertake such tasks.Again,Asia is the exception perhaps.

Overall, the book is well written andreferenced by experts in their fields. I wel-come this book and recommend it for anyuniversity-level course in nutrition, inter-national development, development eco-nomics, agronomy, plant and animal breed-ing, and women in development that hasan interdisciplinary focus. I urge that thisbook be followed up by a less technical butequally rigorous manual on how to design,implement, and monitor food systems andfood-based interventions to improve hu-man nutrition to assist the hundreds of im-plementers of food systems/food-basedstrategies throughout the world.

Irma Silva-Barbeau, PhD, Silva Associates,Blacksburg,VA 24060

Educational CurriculaEssentials of Food Safety & Sanita-tion/Quick Reference to Food Safety& Sanitation. McSwane D, Rue N, LintonR/Rue NR, Williams AG, 2003. FromPearson Education, Inc, Upper SaddleRiver, NJ 07458, educational curricula,440/92 pp, $55.00/$13.40, ISBN 0-13-064844-2/0-13-042-1.

Food safety in retail food establishments be-gins with managers who are knowledgeable aboutfood hazards and who are committed to imple-menting proper food-handling practices in theirfacility. This curriculum is designed to serve allsegments of the retail food industry, includingrestaurants, supermarkets, convenience stores, in-stitutional facilities, and vending companies.

Nothing is worse than a raging case offoodborne illness, especially when you canblame a restaurant for giving you taintedfood! That is, unless you are the owner ormanager of the suspected restaurant and youknow you could be facing a major lawsuitor, worse, loss of the entire business. Knowl-edge of safe food-handling practices andhow to comply with national, state, or localhealth codes has become a more compellingneed for those who work in the retail foodindustry either because of mandatory train-ing requirements or simply to guard againstthe possibility of costly litigation.

The authors of these two books havecompiled the essential information that a

retail food establishment manager or em-ployee needs to know to ensure operatingprocedures that will protect the public’shealth. Essentials of Food Safety & Sanitationis aimed at manager training, whereas QuickReference to Food Safety & Sanitation is acompanion piece aimed at employee train-ing. Case studies, bullet points, and comiccartoon graphics are features of the booksthat are used to convey major points and tosummarize complex concepts.

A major strength of these books is closeadherence to the 2001 US Food and DrugAdministration Food Code, which manystates have used to model their own foodcodes.This expands the applicability of thecontent to more potential end-users. Themanager’s book has in-depth backgroundinformation and theory necessary for thereader to understand the reasoning behindfood-handling recommendations and guid-ance. Task-oriented information or “howto” instructions are presented in bulleted ornumbered lists so that it is easy for the userto learn and apply the information to thepractical situation. Case studies at the be-ginning and end of chapters facilitate criti-cal thinking and synthesis of knowledge.Toaid in preparation for national certificationexaminations, each chapter also includespractice multiple-choice questions. Theemployee book limits the presentation toknowledge/factual information most neededto correctly practice safe food handling,which implies that the manager will be theone to provide the explanations and reasonsbehind recommendations. The format ofthe employee book includes short para-graphs, comic graphic communication, andbulleted lists. Large fonts and color are usedto enhance and emphasize the major points.

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The employee book would be very usefulin a short training course when time awayfrom work is a consideration.

The use of graphics to convey complexand often uninteresting information is aclever technique that will have specialappeal to younger readers or those withlimited English reading skills. For managers,however, the effect of the comic graphicsis distracting and sometimes contradictoryto the seriousness of the content of thetext. The authors of the books state intheir introduction that a potential use ofthe training curriculum is in an introduc-tory college course in food science. But,contrary to this belief, today’s college stu-dents expect a more sophisticated presenta-tion in their textbooks. The photographsthat are used throughout the book are verydescriptive and informative, and greater useof this graphic technique will have morewidespread appeal to users at higher educa-tional levels. The same critique applies tothe font used for major headings and sub-headings. It is assumed that the use of acomic style of print is meant to conveylightness and improve interest in the topic.At least in the manager’s text, it comesacross as too light, bordering on unprofes-sional.The technique is much more effec-tive in the employee’s book.

Another concern is the inclusion of out-of-date contact information for providersof national certification examinations. Theinformation included in the first chapterwas used to contact these organizations, andit was learned that some of the telephonenumbers have been changed or the organi-zation no longer provides testing services.This is the problem with providing suchspecific information in textbooks.Althoughit is important to show the relevance andapplication of these books to certificationproviders, it is also information that candate a book even before it is printed.

Aside from these points, overall, thebooks are very comprehensive, appropriatein content for their intended audiences, andwell organized.The costs of the books makethem very competitive with other foodsafety training materials and will be attrac-tive to trainers who have a concern for ed-ucational costs.The curriculum can be usedto train managers or employees in any typeof retail food establishment. Before use,however, it would be wise to check withappropriate state health departments to becertain that this curriculum is approved as atraining program in your particular state.States differ in their requirements, so askingbefore could save precious time later.

Lydia C. Medeiros, PhD, RD, AssociateProfessor, Department of Human Nutrition,The Ohio State University, 1787 Neil Ave,315C Campbell Hall, Columbus, OH43210-1295

Educational CurriculumThe Healthy Diabetes Plate. Raidl MA,2003. From University of Idaho ExtensionAgricultural Publications, University ofIdaho, PO Box 442240, Moscow, ID83844-2240, (208) 885-7982, educationalcurriculum, $30.00.

The Healthy Diabetes Plate is a 4-lesson curriculum with slides and activities toprovide information and skills to eat in a consis-tent and healthful manner. The target audiencefor this curriculum is persons with diabetes mel-litus and persons who prepare meals for peoplewith diabetes.

The Healthy Diabetes Plate is a 4-lessoncurriculum to help people with diabetesmellitus (diabetes) and their family andfriends eat in a consistent and healthful man-ner.This curriculum focuses on controllingand limiting the carbohydrate and fat intaketo aid blood glucose and lipid control. Theemphasis is on controlling portion size by us-ing a 9-inch plate as a guide and estimatingportion sizes visually rather than measuringfood.The 4 lessons are titled as follows: Les-son 1, “Signs, Symptoms, & Solutions: Introto the Idaho Plate Method”;Lesson 2,“Plan-ning Meals Using the Idaho Plate Method”;Lesson 3,“Using the Idaho Plate Method inthe Supermarket”; and Lesson 4, “How toUse Recipes and Eat Out Using the IdahoPlate Method.” Included in the curriculumare evaluation instruments to measure

knowledge and behavior change and thecurrent status of diabetes care. A compactdisc with PowerPoint slides for 3 of thelessons is also included.Each lesson has learn-ing goals and objectives, instructor back-ground material, a script that goes with theslides, and activities with accompanyinghandouts.

A strength of the plate method curric-ulum is the ease of comprehending themethods presented for controlling food in-take for people who are newly diagnosedwith diabetes. More specifically, it is usefulfor those who need “survival” information,have low literacy or cognitive skills, havedifficulty using structured meal planningapproaches, or for those who will not mea-sure food. The skills and concepts of con-trolling food amount and categorization offoods into different food groups are re-peated throughout the 4 lessons in a consis-tent and easy to understand manner. Themethods used to introduce and reinforcethese concepts include practicing how tocreate personal meals using the 9-inchplate, using the plate method to select foodsin a grocery store, and using the platemethod when eating out.

In addition to the ease in understandingthe methods in the curriculum, the contenton personal goal setting, time to discussways to achieve goals, and determining ifgoals were met or not met is excellent.A more advanced skill of substituting a carbohydrate-containing food with anotheris presented to increase the flexibility of theplate method. However, this may be diffi-cult for some to grasp.The word-for-wordscript that accompanies the slides is alsohelpful for the instructor.

There are several weaknesses in the cur-riculum. The target audience for theselessons is unclear. The material initiallystates that this series of lessons is for personswith diabetes; however, in Lesson 1, theauthor states that if “they are experiencingthe symptoms of diabetes, they should see adoctor.” It is also not clear which learningtheory or approach was used to create thecurriculum. Background and referencesthat show that following the plate methodimproves blood glucose and blood lipidmeasures would strengthen the material.Further, it is assumed that the presenter willpossess extensive knowledge of diabetescare and nutrition to deal with questionsthat the participants might have. Finally, ad-ditional nutrition content referenced in thecurriculum, such as the discussion of func-tional foods, may distract from the overallgoal of the curriculum.

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There are a few small inconsistenciesand errors regarding what to use to estimateportion size. One page of the curriculumstates that a fist is about half a cup, but onanother page, it is stated that a fist is 1 cup.In this same line of thought, the wholepremise of the plate method is to avoidthinking in terms of cups and ounces. Amajor problem with the curriculum is thata person cannot calculate the amount oftrans–fatty acids in a food product using for-mulas presented in the curriculum.1 It isalso premature to be asking people to cal-culate trans–fatty acids when it is difficult toget people to eat a low-fat diet.A more ef-fective approach would be discussing andpracticing skills in eating a lower-fat diet.

When looking at the overall meal andfood plan of the plate method, it is some-what restrictive in carbohydrates and doesnot meet the minimum number of grainservings based on the Food Guide Pyramid.The plate method as presented here wouldbe acceptable only if followed for a shorttime, and the person would eventually see aregistered dietitian to receive an individual-ized meal plan.

The helpful evaluation instruments pro-vided measure knowledge about ways to as-sess diabetes control, diabetes self-care be-haviors, general health behaviors, eatingpatterns, knowledge about signs and symp-toms of diabetes, and intention to do dia-betes self-care behaviors. Determining ifthere have been behavior changes or ifthere has been an increase in the intentionto do some diabetes self-care behaviorscould be difficult because the questions arenot numbered the same in the pre- andpostsurveys. Also, there are several questionsabout diabetes self-care behaviors not cov-ered in the curriculum.

Overall, this curriculum has good activ-ities and easy methods for reinforcing con-sistent carbohydrate intake and encouragingeating less fat.This would be a good seriesof lessons for a diabetes support group topresent. It is probably best for a person withnewly diagnosed diabetes or persons forwhom other diabetes meal planning meth-ods have failed.

Kathryn S. Keim, PhD, RD, LD,AssociateProfessor, Nutritional Sciences, 301 HES,Oklahoma State University, Stillwater, OK74078

REFERENCE

1. Chow CK. Acids in Foods and TheirHealth Implications. 2nd ed. New York:Marcel Dekker; 2000.

CD-ROMHealthy Living Program, Module 2:Healthy Living for Elders. University ofFlorida, IFAS Extension, 2003. From Uni-versity of Florida, IFAS Extension, 3038McCarty Hall,Gainesville, FL, 32611-0310,(352) 392-1895, CD-ROM, $15.00.

This CD-ROM consists of lesson plans, ac-tivities, and resource materials to support the ed-ucation of the elderly on the topics of misinfor-mation and quackery, medication safety, andmedication interactions.The contents were devel-oped using the Stages of Change model1 for suc-cessful behavioral change.

Nutrition education of the elderly is animportant issue because of the documentedconnection between nutrition and healthand between nutrition and quality of life.This CD-ROM is the second of a series of 5education modules for the elderly; moremodules are planned in the future.The focusof this module is misinformation and quack-ery, safe medication use, and medication in-teractions. Each lesson in the module is or-ganized using a lesson outline that includesthe lesson goals, concepts, behavioral objec-tives, activities, time needed, and materialsneeded. Background information for eachtopic is included, along with activities, refer-ences, and resources.The lessons are designedto be used in a variety of environments, in-cluding congregate meal settings, for a vari-ety of people with differing literacy levels,and to be taught by trained volunteers orprogram assistants. The underlying premiseof the lessons is that nutrition education iseffective only “if it makes a difference in el-ders’ nutrition-related lifestyle leading topositive changes in their nutrition and healthstatus,” as stated in the CD-ROM.Thus, thelesson materials and activities provided areconsistent with different stages of readinessof the Stages of Change model.1 Backgroundmaterials are provided in long and short ver-sions and in English and Spanish. Somelessons even include Vietnamese and HaitianCreole text.Traditional and on-line resourcesare provided, as well as a personal behavioralcommitment form. Materials for educatorsinclude overheads, an evaluation form, and alesson reporting form.

These lessons address important topicsand provide accurate information that el-ders need.The materials and activities makeputting together a basic lesson easy. Infor-mation on the handouts is concise. Theability to increase the font size of the hand-outs would make them even more usefulfor some groups of elders.

The primary issue with a lesson packagesuch as this is that, in attempting to providematerials for such a wide range of learnersand presenters, the materials are extremelygeneral.This, in turn, can limit their useful-ness.This is especially true for the topic ofmedications. This topic is very important,and information about medications is tech-nical and ever changing. It would be possi-ble for volunteers and program assistants topresent only the most basic information;however, in my experience, learners will in-evitably want to know more about theirspecific medications. To simply say “Askyour pharmacist” is to leave learners withlittle concrete information and a great like-lihood that there will be no follow-through.

These lessons are all good startingpoints, but without follow-up lessons thatprovide activities related to specific exam-ples of misinformation and quackery orlessons that address specific categories ofmedications, people will not know how tomake specific behavioral changes in theirown lives. Also, educational research hasshown that the use of personal commit-ments without follow-up is inadequate.2,3

This module will be particularly usefulin assisting nutrition educators to introduceimportant topics in a variety of nutritioneducation settings.The lessons could be partof a successful program that uses the infor-mation as a foundation for additionallessons built on it over time.

Winifred Morse, PhD, RD, MSN, RN,Adult Health Nursing Department, Univer-sity of Wisconsin-Eau Claire, PO Box4004, Eau Claire,WI 54702-4004

REFERENCES

1. Kristal AR, et al. How can stages ofchange be best used in dietary interven-tions? J Am Diet Assoc.1999;99:679-684.

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2. Haber D. Health contracts with olderadults. Clinical Gerontologist. 1993;14(2):44-48.

3. Latham G, Locke E. Self-regulationthrough goal setting. Organizational Be-havior. 50:212-247.

VideotapeBreakfast: Most Important Meal of theDay. Meridian Education Corporation,2003. From Meridian Education Corpora-tion, PO Box 911, Monmouth Junction, NJ08852-0911, (800) 727-5507, videotape,$69.95, ISBN 0-7365-5198-0.

This program explains the mental and phys-ical benefits of eating a nutritious breakfast. Stu-dents will learn how best to fuel their bodies inthe morning to improve performance throughoutthe day.

As the epidemic of youth overweightand obesity grabs the attention of profes-sionals and the general public alike, the timemay be ripe for reviving the old adage thatbreakfast is the most important meal ofthe day. Touting the benefits of a balancedbreakfast, including preventing overeatingthroughout the day, this video is timely andtakes a broad enough perspective on barri-ers and benefits to be applicable to nearly alladolescents. Using breakfast as the framingissue, this 21-minute video actually providesa succinct overview of basic nutrition alongwith positive messages and behavioralstrategies to promote breakfast.The quirky,20-something narrator summarizes researchfindings to make the case that eating a bal-anced breakfast is important for energy andperformance throughout the day, as well asfor mood and weight control.The narrationis interspersed with questions and com-ments from teen students and actors as wellas brief segments featuring adult experts.The teens, diverse in both racial/ethnicbackground and body size and shape, are astrong asset and, along with the MTV-stylecamera work, help create an authentic,teen-friendly style. Although some of theactors overdo it with eye-rolling and other“typical” adolescent mannerisms and thenarration seems a bit corny in places, thevideo is easy to watch, and these featuresmight even enhance students’ interest andattention. The video would probably bemost effective for students in middle schooland the younger high school grades; it maybe a bit juvenile for older students.

The basic nutrition components of thevideo support the behavioral messages byexplaining what a balanced breakfast ac-tually means and how it affects the bodyand mind. For example, a simple animated

overview of blood glucose, metabolism, andenergy levels is presented following footageof teens talking about issues such as skippingbreakfast to save calories for more desiredfoods later in the day or actually feelinghungrier on days on which they ate break-fast than on days on which they skipped it.To help drive home the importance of di-etary balance and how to achieve it, anoverview of essential nutrients and their di-etary sources is presented along with a briefdiscussion of the Food Guide Pyramid.

Although the content of these segmentsis generally quite good, there are problemswith some of the graphics and images. Forexample, during the segment on essentialnutrients, a sidebar lists each nutrient inturn and flashes a series of drawings repre-senting the major dietary sources. Unfortu-nately, the selection and timing of some ofthese graphics are misleading, such as a bagof chips flashing during the unsaturated fatsegment, a stick of butter and a fatty steakduring the protein segment, and several in-appropriate sources during the vitamins andminerals segment. In other segments, theicon used to evoke “breakfast” is a drawingof a plate with two fried eggs, two strips ofbacon, and a slice of toast. The final seg-ment, which features an excellent discus-sion of how to overcome common barriersto eating breakfast and great suggestionsfor portable and nontraditional breakfasts,shows sample meals with overly large por-tion sizes.Although these are small parts ofthe overall video, the graphics are appealing

and powerful images that are a bit at oddswith overall nutrition education and mes-sages, and teachers using the video might bewell advised to discuss these inconsistencieswith their classes.

As a stand-alone resource, this video isprobably insufficient to create meaningfulbehavior change. However, an accompany-ing teacher’s guide summarizes the nutri-tion information and suggests activities, dis-cussion questions, and sample evaluationitems that would facilitate using the videoas a kickoff or anchor for a larger, behav-iorally based classroom nutrition unit. Al-though the format of the 4 × 7–inchprinted guide may be difficult for in-classuse (small print and thin pages) and the de-tails for the suggested group activities are abit vague, with some creative adaptations itcould be a helpful resource for classroomteachers. Overall, the video provides goodinformation and specific behavioral mes-sages in an engaging and teen-friendly for-mat and can be a good tool for secondaryschool nutrition education.

Amanda S. Birnbaum, MPH, PhD, Assis-tant Professor, Department of Public Health,Weill Cornell Medical Center, 411 East69th St–KB-209, New York, NY 10021

VideotapeSupermarket Persuasion: What Mar-keters Know. From The Learning Seed,2003. 330 Telser Rd, Lake Zurich, IL60047, (800) 634-4941, videotape, $89.00,ISBN 0-917159-20-7.

344 EDUCATIONAL MATERIALS IN REVIEW (J Nutr Educ Behav. 2003;35:339-346.)

Take a video trip to a supermarket and learnwhat marketers know about consumer behaviorto encourage buying the most profitable foods.The Supermarket Persuasion video givesconsumers the edge by revealing “what marketersknow.”

Every extra minute you spend in thegrocery store costs you $2.00.How often doyou leave the grocery store with more thanyou intended to buy? If you are like mostpeople, 2 of every 3 purchases are impulsebuys. Supermarket Persuasion will uncovermany of the rules marketers use to keep youin the store longer so you will spend more.The video uncovers 17 principles used bymarketers through practical store-based ex-amples.The layout of the store and a few keyshopping themes organize the video: entry,produce, perimeter, dry goods, pricing, spe-cial displays, packaging, and checkout. Theaccompanying guide provides a summary,the 17 principles, a quiz, a dictionary, a scav-enger hunt, and a list of resources.

The intended audience is not cited, butthe video and activities would be appropri-ate for most adult audiences, particularlycollege audiences.The video is profession-ally produced with grocery store footageand a few store diagrams; however, the oc-casional cartoons appear too simplistic. Al-though the video could be better organizedwith an introduction (preview, objectives)and summarizing conclusion, it providespractical examples of the 17 principles.Thevideo provides definitions and examples formajor marketing themes such as bouncepatterns, facing, demand item, impulse buy,variable margin pricing, slotting allowance,shelf talkers, tie-ins, continuity offers, andthe rules of nines.Although the video giveshints for smart shopping throughout (ie, digto the back to get the best sell by date, useunit prices for comparisons), it could haveended with a specific list of ways for con-sumers to get the most for their dollar.

The guide moves beyond the passivelearning used in the video to more activelearning strategies. The 5-question quizdoes not cover all of the points of the videobut could at least provide a general assess-ment.The scavenger hunt is great because itforces the learner to apply the concepts ofthe video. Each group/class member couldbe assigned 1 to 3 of the 37 items to doand then report back. The reporting backprocess could provide an effective spring-board for discussion.

A few good opening questions couldhelp to make the video a more active learn-ing process; questions that help the learnerto review their personal shopping habits

might assist them in identifying with thepoints of the video. Bringing the pointstogether in a final discussion/summary ofwhat a shopper needs to do to be super-market savvy could strengthen the video/guide.The 17 principles are good, but thereare too many to remember, and they leavethe learner hanging as to what to do toavoid these traps. This video/guide couldbe very useful with a wide variety of groupswith sufficient advanced planning.

Tanya M. Horacek, PhD, RD, AssistantProfessor, Director of Didactic Program inDietetics, Department of Nutrition and Hos-pitality Management, Syracuse University,Syracuse, NY 13244-1250

Fact Sheets/BrochuresHealthy Habits for Healthy Kids. Wash-ington State Dairy Council, 2003. FromWashington State Dairy Council, 4201198th St SW, Lynnwood,WA 998036, (425)744-1616, brochure, $0.35.

Healthy Habits for Healthy Kidsguides parents in making changes in the dailyhabits of their children that can pay off in sub-stantial health benefits in the long run. Thebrochure identifies healthful food choices, describeshealthful eating and activity behaviors, addresseshow these habits can positively affect their chil-dren’s health, and focuses on how the choices par-ents make for themselves can influence their chil-dren’s food and activity choices.

The brochure catches readers’ interestby providing a quiz to rate their own child’sfood habits. It then follows up by recogniz-ing that in today’s culture, it is easy for chil-dren to fall into the pattern of too littlephysical activity and/or too many calories.This introductory portion also acknowl-edges the importance of the parents’ role inmodeling healthy behaviors.“Healthy habitfacts” are provided, which are numberedto address each of 8 questions in the initialquiz. Additionally, each of the 8 facts pro-vides practical suggestions for making pos-itive changes. In the following section,a healthful eating plan is provided for the3- to 5-year-old, 6- to 12-year-old, and13- to 18-year-old.This section notes thatthe parents’ job is to provide a variety ofhealthful foods and the child’s job is tochoose how much of those foods to eat.Thenext section, entitled “Healthy Tips andTasty Morsels,” provides practical sugges-tions for integrating activities into thechild’s daily routine and providing nutri-tious snacks, breakfasts, “pack and go”

lunches, and dinners.The final question andanswer section addresses 3 issues: (1) vita-min and mineral supplementation, (2) ap-propriateness of weight loss diets for chil-dren, and (3) identifying a potential eatingdisorder.

The quiz rating children’s healthfulhabits is a great way to grab the reader’s at-tention.The “healthy habit facts” serve as aneffective teaching tool by providing follow-up and addressing each of the questions inthe quiz.These facts acknowledge the im-portance of eating balanced and nutritiousbreakfasts and snacks; getting regular activ-ity; maintaining an adequate intake of dairyproducts, fruits, and vegetables; and eatingtogether as a family. A few very practicalsuggestions for reaching each of these goalsare provided.

I appreciate that these “healthy habitfacts” also address some relevant parentingissues, including the importance of eatingtogether as a family and that role-modelingof appropriate behaviors is much more ef-fective than parental nagging.These impor-tant concepts are often ignored in nutritionbrochures. I found it interesting that one ofthe “healthy habit facts” addressed is that afamily should not eat out more than 4 timesper week. Clearly, the emphasis here is onthe large portion sizes and high-fat foodsprovided in most restaurants. However,these same issues can also apply to relyingon convenience foods or not providing thechild with the opportunity to determinehis/her own portion size at home. It mayhave been more effective to focus more onportion size.

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RESOURCE PACKETS

The healthful eating plan is based on theFood Guide Pyramid and is presented in anattractive and easy to read format. For bet-ter clarity, it may have been helpful to pro-vide an example of a serving size of meatand cheese (such as a deck of cards or palmof the hand). Many parents are truly un-aware of the meaning of a 1-ounce serving.

The following section, “Healthy Tipsand Tasty Morsels,” which provides tips forincreasing physical activity in a child’s lifeand providing nutritious snacks, breakfasts,and lunches, is practical and creative. How-ever, it is a bit confusing that these tips arenot incorporated into the practical ideas inthe “Healthy Habit Facts” section.The top-ics are all very useful and provide up-to-date information, but there are so manysuggestions provided that the reader beginsto feel as if he/she is bouncing back andforth from one concept to another.

It is unclear why the final page of thebrochure addresses vitamin/mineral supple-mentation, dieting in children, and eatingdisorders. It is not specifically relevant tothe intent of the brochure, the reading levelof this page is exceptionally high, and itmakes an already lengthy and diversebrochure even longer.

Overall, this brochure is an ambitious ef-fort, which provides an extensive review ofthe nutrition and physical activity behaviorsaffecting the health of our nation’s children.It has many strong points, which are ad-dressed above. However, based on the read-ing level used and the diversity and amountof information provided on each page, thisbrochure would be most appropriate for afairly well-educated population. Addition-ally, this brochure does not address financialconsiderations or living conditions in any ofthe nutrition or physical activity sugges-tions. Therefore, this brochure would bemore useful for moderate- to higher-in-come populations.

Sherie Sondel, RD, MED, CD, PublicHealth Nutrition Consultant, Division ofPublic Health, State of Wisconsin, Madison,WI 53704

The materials listed below were recently receivedin the JNEB editorial office. Materials that ap-pear to be of particular interest to our readers willbe reviewed in upcoming JNEB issues as spaceallows.

Professional BooksAmerican Dietetic Association Guideto Better Digestion. Bonci L, 2003. From

John Wiley & Sons, 605 Third Ave, NewYork, NY 10158-0012, (212) 850-6011,permreq@wiley.com, softcover, 249 pp,$14.95, ISBN 0-471-44223-2.

Health Nutrition & Food Demand.Chern WS, Rickertsen K, 2003. FromCABI Publishing, 44 Brattle St, 4th Fl,Cambridge, MA 02138, (800) 445-9714,hardcover, 290 pp, $100.00, ISBN 0-85199-647-7.

Consumer Books1,001 Health Secrets. Kamen B, 2003.From Christie Communications,1165 CoastVillage Rd,Ste M,Santa Barbara,CA 93108-2747, (805) 969-3744, betty@well.com,info@christiecomm.com, softcover, 599 pp,$23.95, ISBN 0-944501-17-6.

Eat Right 4 Your Baby. D’Adamo PJ,2003. From Penguin Putnam Inc, 375 Hud-son St, New York, NY 10014-3658, (212)366-2561, hardcover, 429 pp, $24.95, ISBN0-399-14996.

Fat Land. Crister G,2003.From HoughtonMifflin Company, 215 Park Ave S, NewYork, NY 10003, (800) 726-0600, trade_publicity@hmco.com, hardcover, 224 pp,$24.00, ISBN 0-618-16472-3.

Professional/Consumer BookThe ABC Clinical Guide to Herbs.Blumenthal M, 2003. From Thieme, 333Seventh Ave, New York, NY 10001, (212)760-0888, www.thieme.com, hardcover,512 pp, $49.95, ISBN 1-58890-157-2.

Building Better Health: A Handbookof Behavioral Change. Jenkins CD, 2003.From Pan American Health Organization,525 23rd St NW, Washington, DC 20037-2895, (202) 974-3000, http://publications.paho.org, softcover, 378 pp, $40.00, ISBN92-75-11590-7.

Contemporary Nutrition for Latinos.Rodriguez JC, 2003. From Nutrispan Inc,450-106 State Rd 13 North, #125, Jack-sonville, FL 32259-3863, (904) 620-2840,jrodrigu@unf.edu, softcover,173 pp,$15.95,ISBN 0-595-26574-X.

Diet, Life Expectancy, and ChronicDisease: Studies of Seventh-Day Ad-ventists and Other Vegetarians. FraserGE, 2003. From Oxford University PressHigher Education Group, EJG, 198 Madi-son Ave, New York, NY 10157, (800) 451-7556, book, 271 pp, $59.95, ISBN 0-19-511324-1.

Functional Foods & Nutraceuticals inCancer Prevention. Watson RR, 2003.From Iowa State Press, 2121 State Ave,Ames, IA 50010, (800) 862-6657,www.iowastatepress.com, hardcover, 315 pp, $129.99,ISBN 0-8138-1854-0.

Handbook of Food-Drug Interaction.McCabe BJ, 2003. From CRC Press, 2000NW Corporate Blvd, Boca Raton, FL33431, (800) 272-7737, orders@crcpress.com, hardcover, 584 pp, $99.95, ISBN 0-8493-1531-X.

ReportState of the Plate: Study on America’sConsumption of Fruits and Vegetables.Produce for Better Health Foundation,2003. From Produce for Better HealthFoundation, 5341 Limestone Rd,Wilming-ton, DE 19808, (302) 235-2329, www.5aday.com, report/campaign, 56 pp, $35.00.

Magazine ArticleConsumer Report Articles (Caffein-ated Kids & Omega-3, A LifesavingOil). July 2003. From Consumer UnionHeadquarters Office, 101 Truman Ave,Yonkers, NY 10703-1057, (914) 378-2029,magazine.

Educational CurriculumEssentials of Sports Nutrition SecondEdition. Brouns F, December 2002. FromJohn Wiley & Sons Inc, Customer CareCenter, 10475 Crosspoint Blvd, Indianapo-lis, IN 46256, (877) 762-2974, customer@wiley.com, textbook, 227 pp, $35.00,ISBN 0-4714-9765-7.

The Food Chemisty Laboratory: AManual for Experimental Foods, Di-etetics, and Food Scientists Edition 2.Weaver CM, Daniel JR, 2003. From CRCPress LLC,2000 NW Corporate Blvd,BocaRaton, FL 33431, (800) 272-7737,www.crcpress.com, textbook, 137 pp, $49.95, ISBN0-8493-1293-0.

Molecular Basis of Human Nutrition.Sanders T, 2003. From Taylor & FrancisGroup, 29 West 35th St, New York, NY10001, (800) 634-7064, textbook, 165 pp,$16.99, ISBN 0-7484-0753-7.

Web SiteHealthy Eating Is In Store For You™.Dietitians of Canada and the CanadianDiabetes Association, 2003. http://www.healthyeatingisinstore.ca, Canadian websiteabout reading food labels, free.

346 EDUCATIONAL MATERIALS IN REVIEW (J Nutr Educ Behav. 2003;35:339-346.)

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