Book Reviews in Brief Food and Nutrition Education in the

Primary School, F AO Nutritional Studies, No. 25,1971. From UNIPUB Inc., 650 First Ave., P. O. Box 933, New York, NY 10016, 107 p., paper­back, $2.50.

This book is the latest in the series of Nutritional Studies published by FAO. As is usual for F AO publications, there is a wealth of practical suggestions in this one. There are a number of specific examples of nutrition education carried out at the elementery level in various areas of the world. The book includes a discussion of school feeding as a part of education and teaching at the commu­nity level.

In the section on evaluation of teach­ing, there are examples of evaluations ad­ministered in different countries. There is a listing of some of the food and nutri­tion manuals published in developing countries. One drawback is that there are no references listed after 1968. There have been a number of articles on inno­vative programs published since that time, and it is unfortunate that they have not been incorporated into this publica­tion.

However, this is a very practical, use­ful publication for those concerned with nutrition education at the primary level, any place throughout the world. H .D. U.

Constructing Instruction Based on Be­havioral Objectives, Walbesser, H. H., Kurtz, E. B. and Robl, R. M., En­gineering Publications, Div. of Engi­neering, Oklahoma State University, Stillwater, OK 74074, 1971, 111 p., spiral bound, $3.00.

Designed for the "manager of learning," especially the college teacher, this book is a step-by-step, self-study manual that explains how to construct behaviorally based instruction. Examples of objec­tives and their use and testing are drawn from many subject areas-for example, biology, English, math, social studies, physical sciences, and medicine-which emphasizes theeducatiori'al theory .be­hind the method.

The manual is wel1laid out, with fre­quent learning exercises. It should bene­fit those wishing to learn the behavioral objective approach thoroughly-judging by the positive results of the pretest with 3,000 college faculty described in the foreward, M.C.P.

Instructional Objectives Exchange: Health Education - Nutrition, Grades K-6, 1970. From Instructional

VolA, No.4, Fall, 1972

Objectives Exchange, P.O. Box 24095, Los Angeles, CA 90024, 60 p., paper­back, $8.00.

One of the aims of the Instructional Ob­jectives Exchange (lOX) is to serve as a clearinghouse, thereby avoiding duplica­tion of educator's efforts. This book, one of a series of 17, is an untested collection of 24 instructional objectives and test items for elementary nutrition education.

The teacher/user is advised to select objectives according to existing curricu­lum and to fill in any "gaps" with his own objectives. How easy it would be to use the limited range of objectives as a cur­riculum outline in itself! The publication in its present form is open to this kind of abuse. Hopefully, the objectives will in future be added to and assembled into a much more extensive data bank. Some general introduction on the purposes, use, and abuse of instructional objectives would be a wise addition to the book.

M.C.P.

Sixth Symposium on Nutrition and Health in the Near East, McLaren, D. S.and Daghir, N. J., Eds., Al Khal Brothers, Printers & Publishers, Beirut, Lebanon, 1971, 416 p., $5.00.

These are the proceedings of a four-day symposium held at the American Univer­sity of Beirut, Lebanon. The focus is on different causes of childhood malnutri­tion. Symposium papers are included on medical, socioeconomic, food and agri­cultural, and educational aspects of mal­nutrition in children. A section is also included on teaching nutrition in schools of agriculture and medicine, which will be of special interest to nutrition edu­cators. Original oommunications occupy the latter half of the book-many related to the central topic. M.C.P.

Sweetness and Sweeteners, Birch, G. G ., Green, L. F. and Coulson, C. B., Eds. , Applied Science Publishers, Ltd., Ripple Rd., Barking, Essex, U.K., 1971, 176 p., £4.00 (about $10.00).

With ,the current concern about the role of sugar in the diet, the recent ban on cyclamates, and the removal of saccharin from the GRAS list, this book is appro­priate. It is the proceedings of an indus­try-university cooperative symposium at the National College of Food Technol­ogy, Reading, England.

There are 11 papers, discussion after each, and an open forum at the end. The papers examine the physiology and psy­chology of the sweetness sensation, the chemical basis of sweetness, its measure­ment, and industrial and legislative im­plications of artificial sweeteners. Several

To help you keep up with today'$ changing dietetic practices . ..

1~)[I·~I·illl~llt;11

;11111

'1~11~1·;II·~lltic

Iti~t~tics Second Edition

by Dr. Margaret A. Ohlson, formerly Director, Nutrition Services, University Hospitals, and Professor, State Univer­sity of Iowa

You'll find the latest nutrition informa­tion and more in the new edition of this widely used text:

* Diets classified according to foods served, not the disorders for wh ich they are prescribed.

* Diet patterns that use food exchanges and nutrient value calculations, leav­ing the specifics up to you.

* Realistic emphasis on the patient's point of view and ability to accept and use food.

Because of its broad approach, Exper­imental and Therapeutic Dietetics can be used in hospitals of any size and type, in any locale. As a diet therapy teaching tool, it bridges the gap between the traditional nutrition text and the usual hospital manual of diets.

CONTENTS

Introduction I The General Diet I Mod­ified Diets I Other Modifications in Con­sistency I Therapeutic Diets Modified in Intake of Specific Nutrients I Infants' and Children's Diets I Role of the Dieti­tian in Research I The Use of "Special Diet" Foods I The Service of Alcohol as a Part of the Hospital Diet I References I Appendices

1972; 8~ x 11"; x, 156 pages; illustrated (61 tables); spiral; $5.75

Order copies from Dept. JNEF72

Burgess Publishing Company 426 South Sixth Street

Minneapolis, Minnesota 55415

Journal of NUTRITION EDUCATION I 187

of the papers give considerable chemical detail. One of the papers is on intense sweetness of natural origin and possible future uses of certain tropical fruits that have this property.

The book is an interesting reference on diverse aspects of sweetness and sweeteners for those wishing more infor­mation on the subjects. M.C.P.

Boo,ks Received for Review We acknowledge the receipt of the fol­

lowing books. Some, but not all, will be reviewed in the future.

Eater's Digest: The Consumer's Fact­book of Food Additives, Jacobson, M. J., Doubleday & Co., New York, NY 10017, 1972, 260 p., $5.95.

A microbiologist from the Center for Science in the Public Interest looks at the many chemicals listed on today's food labels.

Also available: Food Colors, Jacob­son, M. F., 1972. Booklet ,based on a section of the above book, from Center for Science in the Public Interest, 1779 Church St., N.W., Washington, DC 20036, 25 p., $3.00; ($1.00 for con­sumer groups and students).

Western Hemisphere Nutrition Con­gress 111-1971, American Medical Assoc., Futura Publishing Co., Inc., Mount Kisco, NY 10549, 1972, 389 p., $14.95.

The proceedings of a congress held every three years, which focuses on the nutri­tional problems of the Western Hemi­sphere.

The Human Body: Its Structure and Function, Schroeder, C. R., Wm. C. Brown Co. Publishers, 135 S. Locust St., Dubuque, IA 52001, 1971, 60 p., paperbound, 95 cents.

A detailed look at the human body and its systems for use in high school health education; includes diagrams and open­ended questions.

Practical Nurse Nutrition Education, Shackelton, A. D., 3rd ed., W. B. Saunders Co., P'hiladelphia, P A 19105, 1972, ,307 p., $5.00.

A text for instructing nurses in nutrition -normal nutrition, therapeutic nutri­tion, and food preparation and service.

The Family in Transition, Fogarty In-ternational Center Proceedings No.3, 1971. From Government Printing Of­fice, Washington, DC 20402, 342 p., hardbound, $3.00.

A round table conference on the chang­ing structure of the family, its position in society in several Asian countries and the

188 I Journal of NUTRITION EDUCATION

u.s., and some of .the forces bringing about the changes.

Contemporary Meal Management, Kramer, M. and Spader, M., John Wiley & Sons, Inc., New York, NY 10016, 1972, 390 p., $9.95.

A meal planning text which is geared to present-day social changes and concerns.

Journal Articles

Swanson, J. C., Second thoughts on knowledge and attitude effects upon behavior, J. School Health, 42:363, June, 1972.

Swanson, research director of the Health Education Institute, Inc., feels that edu­cational approaches to behavior modifi­cation are oversimplified and less con­sistent than the usually taught sequence from knowledge to attitude change, culminating in behavior change. He points out that we are now realizing that attitudes are very resistant to change, and a person's behavior may change before his attitudes.

He discusses several approaches to the idea of behavior change coming first. For example, in experimentation with drugs, an evaluation of the behavior is made before a decision is made whether or not to adopt the behavior.

He also poses the age-old theory of learning by modeling behavior, or learn­ing by example. Children learn in the home by the example of their parents and then do as they see. They may then form­ulate an attitude toward the type of be­havior. Swanson suggests that this idea is as old as the hills, and perhaps we should get out and look at some of the old hills.

H.D.V.

Stock, A. L. and Wheeler, E. F., Eval­uation of meals cooked by large scale methods: a comparison of chemical analysis and calculation from food tables, Brit. J. Nutr., 27:439, 1972.

The energy, protein, fat, and iron were determined of meals served in convales­cent homes and meals-on-wheels type service. The food was prepared in large food service batches of up to about 55

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people. There were wide differences be­tween calculated and analytical values for all the constituents, especially fats and iron.

When a seven-day survey was con­ducted, the calculated protein and energy intakes would fall within ± 20% of the analytical value in 90% of the individ­uals. But for iron, and possibly other minerals not calculated, the range would be ± 50% of the analytical value. This wide range of difference is cause to re­flect on the reliability of calculating diets for nursing homes and other similar sit­uations.

While it is not feasible to analyze food served in nursing homes as a routine practice, calculations from a food com­position table should be considered in general terms and not held as absolute values. H.D.U.

Duke, R. F., Creativity in science, J. Chern. Educ., 49:382, June 1972.

This very interesting article on creativity reviews some of the thoughts of great scientists-from Galileo through Carl Jung. Duke points out that much of the creative process is in the recesses of our subconscious minds. He asks the ques­tion: What kind of language is used in creative thought? He suggests that cre­ative thought is non-lingual in the ordi~ nary sense of language.

Duke feels that a fundamental under­standing of creativity depends on dis­covering the mathematical language of subconscious thought. He goes on ,to con­sider the characteristics of a creative per­son and feels that there is no correlation between personality type and creativity. It appears that there is also no close cor­relation between intelligence and creativ­ity. It is pointed out that there have been "straight A" students who seem totally devoid of ideas and poor academic stu­dents who were creative. Then, vast knowledge or experience is not sufficient, but a minimal knowledge is necessary.

The author points out that if experi­ence is an important ingredient, then we would expect to find more creative ideas originating from our elders. The kind of knowledge that allows one to do well on an examination is not closely related to creativity.

The first and most important char­acteristic of a creative person is interest; another is confidence. The subconscious mind cannot operate without consider­able stimulation by overwhelming inter­est-which must be supported by the confidence in success.

Lack of creativity could be character­ized by an incapacity or disinclination to

Vol. 4, No.4, Fall, 1972