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, for continuing education, or in a formalor informal 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. 2004;36:47-52.)

ConsumerFitness Over Fifty. National Institute onAging, 2003. From Hatherleigh Press, 5-2246th Ave, Ste 200, Long Island City, NY11101, (800) 528-2550, softcover, 134 pp,$15.95, ISBN 1-57826-136-8.

Energy, strength, balance, and flexibility arethe ingredients that add up to long-lasting vital-ity and health. Fitness Over Fifty, the Na-tional Institute on Aging’s guide to exercise formen and women over 50, features practical ad-vice on how to reach these goals in a safe and en-joyable way.

Most people know that exercise is goodfor them, but until recently, older peoplehave not had much guidance on exerciseand physical activity. Some of them havedone little or no exercise in the past; others

may have a chronic illness with physical lim-itations. No doubt they would like answersto such questions as “What can exercise dofor me?” “Is it safe for me to exercise?”“How do I keep motivated?”“What type ofexercises should I do?” and “What should Ieat?” Fitness Over Fifty provides answers tothese questions (and more). Over half of thebook is devoted to sample exercises, whichare clearly illustrated with easy to read in-structions. With 6 chapters and 5 appen-dices, this exercise guide covers the healthbenefits of exercise, exercise safety guidance,ways to get and stay motivated, nutritionand healthful eating tips, endurance,flexibil-ity, strength, and balance exercises and illus-trates a number of sample exercises.

This book includes many notable fea-tures. The entire book is written in largeprint with bold lettering for emphasis and isappropriately illustrated. Highlight boxesare used to tell personal success stories, de-fine words, or give additional advice ontopics such as supplement use or a balanceddiet.These serve to pique the reader’s inter-est in exercise and enhance the understand-ing of a complex topic.The importance ofeach type of exercise—endurance, flexibil-ity, strength, and balance—is clearly stated,and examples of each exercise are provided.In addition, tips are given on how to im-prove and when to progress in a particularexercise or activity.

The National Institute of Aging (NIA)conducts research aimed at improving thehealth of older people.For the publication ofthe book, the NIA brought together some ofthe nation’s best experts on the topic of ex-ercise for older adults and consulted princi-pal organizations serving the exercise scienceand geriatric research communities. As such,the guidance provided is based on sound andup-to-date science. A key strength of thisbook is that science is translated into practi-cal and easy to understand information,making this book very user friendly, espe-cially for the target audience.

The placement of the chapter “WhatShould I Eat?” as the last chapter in thebook and the limited discussion of chronicdiseases in Chapter 2 are weak points in anotherwise well-written publication. Eatinga balanced diet is key to ingesting the es-sential nutrients and food energy to fuel ex-ercise and physical activity. Although thechapter is well written, its placement atthe end of the book somewhat diminishesthe importance of this topic. This chapter

would have been better placed at the be-ginning of the book, or, at the very least,the NIA could have given the topic of nu-trition more emphasis in the introduction.In Chapter 2, the discussion of chronic dis-eases and related exercise limitations orbenefits does not adequately include arthri-tis, osteoporosis, and high blood pressure,which are prevalent in and of concern tothe target audience.

Fitness Over Fifty is an excellent andpractical exercise guide for the older personwho wants to begin an active lifestyle.Thisbook is also useful to older people who mayalready exercise (such as walk, jog, or swim)but need to include flexibility, strength, orbalance into an exercise routine. Overall,this guide contains valuable informationabout how exercise and proper nutrition arecrucial for staying healthy with aging andprovides useful tips on establishing andmaintaining a regular exercise program.

Shirley A. Gerrior, PhD, RD, LD, Nutri-tionist, US Department of Agriculture, Cen-ter for Nutrition Policy and Promotion,3101 Park Center Dr 1034, Alexandria,VA 22302

Professional/ConsumerThe New Glucose Revolution, Revisedand Expanded. Brand-Miller J, WoleverTMS, Foster-Powell K, Colagiuri S, 2003.From Marlowe & Company, 161 WilliamSt, 16th Fl, New York, NY, 10038, (646)375-1065, softcover, 368 pp, $15.95, ISBN1-56924-506-1.

BOOKS

EDUCATIONAL MATERIALS IN REVIEW

BooksFitness Over Fifty . . . . . . . . . . . .47The New Glucose Revolution,

Revised and Expanded . . . . . . . .47Food Facts for Teenagers:A Guide

to Good Nutrition for Teens andPreteens . . . . . . . . . . . . . . . . .48

AudiovisualsHealthy Living Program, Module 5:

Healthy Eating for Elders . . . . . .49The Learning Journey . . . . . . . . . .49

Resource PacketsAgriculture in the Global Economy:

Hunger 2003 . . . . . . . . . . . . .50Recent Arrivals . . . . . . . . . . . . . .51

TABLE OF CONTENTS

47

This book was first published in 1996. Itprovides an update of what is known about theglycemic index and its application to a healthfuldiet. It includes the complete International Tablesof Glycemic Index. It is a good reference for clin-icians and the general public.

This book is called The New GlucoseRevolution because the concept of theglycemic index challenges long-held scien-tific beliefs that the structure of a sugar de-termines its breakdown and absorption. Inaddition, the book challenges the use of theexchange system, which is based on thenumber of grams of carbohydrate in indi-vidual foods.The book further describes theuse of the glycemic index and its applica-tion to diets and meal plans for weightmanagement, diabetes, and cardiovascularhealth. Data from scientific studies in theUnited Kingdom, France, Italy, Sweden,Australia, and Canada are cited as evidencefor its use for reducing appetite and im-proving diabetes outcomes and cardiovas-cular health.

Through the combined effort of authorsfrom Australia, Canada, Wales, and theUnited States, information is given describ-ing the glycemic index that is useful forboth health professionals and the generalpopulation. The tables of the glycemic in-dex used in this book were published inthe American Journal of Clinical Nutrition in2002 by one of the authors and includefoods from around the world that have beentested. Recipes for foods that have a lowglycemic index are also included.

A major strength of this book is thecomprehensiveness of the information pro-vided. In the opening chapters, explanationsand information are given about theglycemic index and blood glucose and therelationship to diet and good health. Thisextensive information could be confusingto one who is not familiar with the scienceand terminology. Good effort is given tomaking the explanations easy to follow, butthe nature of the material itself may be dif-ficult for anyone who is not knowledgeablein this area. Once the reader has made itthrough Chapter 4, the rest of the book ismuch easier to follow and provides excel-lent guidelines for an individual who wouldlike to follow a low–glycemic index diet.

One of the strongest features of thisbook is that the diets allow flexibility basedon the needs of the individual. In addition,good examples are given showing individu-alization using actual amounts of carbohy-drates that one should consume in real foodsand portions.The specific recommendationsfor diabetes,weight management, cardiovas-

cular health, children, and sports perfor-mance are sensible and easy to follow.

The glycemic index tables are given in acondensed version and a more completeversion. It was difficult to find foods in thecondensed version because they were notalphabetized by the food name itself. Forinstance, sweet corn was alphabetized under“sweet” rather than “corn.” The compre-hensive tables are excellently done, with thefoods grouped in sections of similar foods,and the country of origin of the foods isshown.This is important because manufac-turers have different formulations for cere-als and other foods, and the glycemic indexmay vary from one country to another. Itwas disappointing that there were so fewprocessed foods from the United States.

Overall, the book is well written, withsound scientific information and sensiblemeal plans for individuals. It will be usefulfor a wide audience because it provides cur-rent scientific information from researchconducted on the glycemic index in a for-mat that can be both understood by thegeneral public and used by health profes-sionals to help their patients.

Marjorie G. Busby, MPH, RD, 3004APCF, CB 7600, General Clinical Re-search Center, University of North Carolina,Chapel Hill, NC 27599-7600

ConsumerFood Facts for Teenagers: A Guide toGood Nutrition for Teens and Pre-teens, 2nd Edition. Salmon MB, 2003.From Charles C. Thomas, Publisher, Ltd,2600 South First St, Springfield, IL 62704,softcover, 107 pp, $24.95, ISBN 0-398-07352-X.

This second edition of Food Facts forTeenagers:A Guide to Good Nutritionfor Teens and Preteens is a further effort bySalmon to guide teens in healthful eating. Thebook covers nutrition information and the nutri-tional content of many foods. Food Facts forTeenagers covers teen nutrition topics from los-ing weight to party foods.

Food Facts for Teenagers is designed espe-cially for preteens and teens, with the widevariety of topics making portions of thisguide useful to most adolescents.The bookconsists of chapters on 11 nutrition themes:“Food Misinformation,” “Confessions of aTeenager Who Did NOT Eat Right,”“Ac-tion Paths to Losing Weight,” “The MagicFive,”“Vitamins and Minerals,”“The Calo-rie Story,” “You Can Lose Weight ManyWays,”“So You Want to Gain Weight,”“ForGirls Only—Good Foods for Good Looks,”

“For Boys Only,” and “Party Foods.” Eachchapter provides an introduction to thetheme and the importance of the topic tohealth. Detailed tables or graphs can also befound in many chapters.The graphs depictthe overall nutrient composition of a food,whereas the tables provide detailed infor-mation, for example, the milligrams of ri-boflavin found in Swiss cheese. At the endof the book, there is room for teens to addnotes or recipes.

Food Facts for Teenagers is a compilation ofnutrition themes of importance to teen-agers.The book attempts to fill the need fornutrition literature geared toward adoles-cents that simplifies nutrition concepts,while simultaneously keeping the informa-tion interesting and applicable. The tablesand graphs provide a graphic representationof more detailed information from the text.However, caution should be used with thisinformation because some of the referencesin the tables, graphs, and text are more than25 years old, which limits the application ofsuch information.

The themes covered in this book wouldmeet nutrition interests of most adoles-cents, whether they are interested in losingweight or just want to learn the basics ofnutrition.The recipes included in this bookand the low-calorie food options are clearand easy to understand. Important themesnot covered by this book that are relevant toadolescents include fast food/eating out,eating “on the go,” sports nutrition, nutri-tion information on the Internet, labelreading, and references and resources. The“For Boys Only” chapter contains a smallamount of information on sports nutrition;

48 EDUCATIONAL MATERIALS IN REVIEW (J Nutr Educ Behav. 2004;36:47-52.)

however, it does not provide adequate re-sources, given the fact that more than halfof teens engage in athletics. Eating disordersare covered in a story that makes up the sec-ond chapter of the book, but in this chap-ter, as throughout the book, additional re-sources are not provided. Examples ofmissing resources that should be covered inan adolescent nutrition book include whatto do if you think you or a friend has aneating disorder, additional resources for easyto prepare teen-friendly recipes, and re-sources for sports nutrition.

Food Facts for Teenagers covers the basicsof nutrition, but some of the food groupschemes emphasized in the book are out-dated and the messages are inconsistent. InChapter 4, the Food Guide Pyramid is firstintroduced, followed by a discussion of the4 food groups, but the theme of the chap-ter is “The Magic Five.” Throughout therest of the book, the author refers to the 4food groups.This will be confusing to ado-lescents if they have not been exposed toinformation about the 4 food groups buthave been introduced to the Food GuidePyramid.

Teenagers are in need of increased nu-trition knowledge. However, adolescentsand health professionals interested in teennutrition will find more up-to-date com-prehensive references than those providedin Food Facts for Teenagers.The combinationof out-of-date information and missing ar-eas of nutrition that are of interest to themajority of teens makes this book a lessthan ideal choice for teen nutrition infor-mation.

Janelle Peralez, RD,Adolescent Health Fel-low, MPH Candidate, University of Min-nesota, 1300 South 2nd St, Ste 300, Min-neapolis, MN 55454

CD-ROMHealthy Living Program, Module 5:Healthy Eating 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, $20.00.

This CD-ROM on healthful eating for el-ders is meant for educators. It contains lessonplans for elderly people focusing on the impor-tance of eating, strategies for eating alone, mealswithout cooking, and nutritious snacking.

This CD-ROM is the fifth module in aseries to be completed with elderly partici-

pants in face-to-face group meetings.Topicsin previous modules were the unique nutri-tional needs of elders, healthful living for el-ders, diabetes, and hypertension. The inte-grated consumer education leaflets areavailable in English and Spanish, and someare also available in Haitian and Creole.Theoverhead sheets and the consumer informa-tion sheets have a systematic order and aclear message and are understandable andcolorful.The wording and choice of pictures,however,may be slightly patronizing.Lessonslean heavily on interaction with groupmembers and the counselor. Further, theprogram includes rewards for active partici-pation; one of the lessons even includes anoptional commitment-to-change contract.

Time-efficient, group-based approacheswill be increasingly important as a conse-quence of the aging world population.However, individuals within a group mayhave different levels of awareness and moti-vation for nutrition behavior change. Theintroduction to the lessons and materialsemphasizes this and specifically mentionsthe Stages of Change model as a tool toreach people at all of these different levels.In the precontemplation and contemplationstages (ie, unaware of the need or no inten-tion to change behavior), for example, in-troductory group discussions are includedin the lessons to raise awareness.The possi-ble participant responses that are mentionedin the educators’ manual, however, suggest alevel of knowledge that may be found onlyin participants in the preparation, action,and maintenance stages.The suggested ad-ditional components for people in thoselater stages of change, on the contrary, maybe too demanding for the elderly targetpopulation. Elderly people’s interest in andaccess to the scientific papers that are rec-ommended for further study are disputable.As a consequence, educators may needmore time than is reserved in the current

lesson plans to achieve the desirable levels ofawareness and motivation.

The choice of a CD-ROM containing.pdf files as the medium for the educationplans is somewhat questionable. For properreview of the program and for use in prac-tice, all documents need to be printed.Theconsumer materials are also designed to beprovided to the participants in hard copy.CD-ROMs have powerful potential for in-novative, interactive applications. However,with the current content and target groups,a manual with an enclosed CD-ROM forthe overhead sheets (in future versions alsoin PowerPoint) would be sufficient andprobably more feasible in practice.

The CD-ROM is a rich resource of sci-ence-based information, in particular foreducators who are not familiar with the nu-trition field. Experienced dietitians may notfind sufficient new information, but thematerial will be particularly helpful to startactivities at sites with no access to a dietit-ian. The attention early on to a separateconsultation with a dietitian is commend-able if the lessons are indeed given bysomeone more distant to the nutrition field.Support by a dietitian may prove particu-larly helpful with some possibly ambiguouscounseling messages. The advice to drinkplenty of fluids, for example, may be validfor many people but can lead to seriousproblems for specific groups as a result of areduced kidney function at older age.

The material focuses specifically on atarget group of elderly people, possibly at-tending communal meal sites. Explicit at-tention to a theoretical model of behaviorchange as a basis for the Healthy LivingProgram has large potential.A formal eval-uation procedure using evaluation sheets forparticipants and educators is also included.In the future, the tool can therefore bestrengthened and expanded based on userexperiences.

Marieke Verheijden, MSc, Nutritionist, andWija van Staveren, PhD, RD, Professor inNutrition and Gerontology, Division of Hu-man Nutrition and Epidemiology,Wagenin-gen University, PO Bag 8129, 6700 EV,Wageningen,The Netherlands

VideotapeThe Learning Journey: Video Learn-ing Package. Oklahoma Cooperative Ex-tension Service, 2003. From Oklahoma Co-operative Extension Service, 321 HESBuilding, Stillwater, OK 74078-6141, (405)744-6283, video kit, $35.00.

Journal of Nutrition Education and Behavior Volume 36 Number 1 January • February 2004 49

AUDIOVISUALS

The Learning Journey is a 29-minutevideotape designed to be part of a training pack-age for Expanded Food and Nutrition Program(EFNEP) community educators.

The Learning Journey was produced bythe Oklahoma Cooperative Extension Ser-vice and also includes a CD-ROM to beused by facilitators in training sessions.TheCD-ROM provides a .pdf file of a manualthat contains lesson plans and resource ma-terials.The Oklahoma Cooperative Exten-sion Service also has a supplemental Website (<www.fcs.okstate.edu/cnep/tools>)on which video clips can be previewed, or-der forms can be downloaded, and a cur-riculum review is “under construction.”

The Learning Journey focuses on adulteducation. It includes information on thecharacteristics of adult learners, the learningprocess, and the basics of lesson planning.Especially effective is the use of direct in-terviews with community nutrition educa-tors in the Oklahoma Cooperative Exten-sion Service program. The interviewsdescribe techniques that work well withthis population and identify critical stop-ping points in the tape to facilitate discus-sion.The topics discussed are not only help-ful in nutrition education but are broadenough to be appealing for a number of dif-ferent subjects in which adult learners arethe primary audiences.

The Oklahoma Cooperative ExtensionService states in their flyer describing TheLearning Journey,

Perhaps the largest audience an NEA [nu-trition education assistant] faces today is theadult learner. Strengthening the learner-edu-cator relationship and developing mutual re-spect brings a wealth of experience to the

learning environment. The Learning Jour-ney reinforces the importance of buildingthese relationships and translating knowledgelearned into positive behavior changes.

I could not agree with this more. Thestrengths of the program lie in its practicalapproach to adult learning. The style inwhich it was produced is exactly on targetwith its intended audience.

This package would be extremely usefulfor anyone working in community or pub-lic health nutrition programs in which adulteducation is a focus. The methodologiesused for adult learners are somewhat differ-ent from those used for younger audiences,and often community educators are not asfamiliar with adult education strategies andmethods as they should be. I would highlyrecommend this program for professionalsworking in adult education programs whotrain paraprofessionals for the purposes ofdirect contact with target populations.

Anita B. Lasswell, PhD, RD, LDN, CDE,President, Creative Nutrition Consulting,Inc,Vero Beach, FL

ReportAgriculture in the Global Economy:Hunger 2003. Bread for the World Insti-tute, 2003. From Bread for the World Insti-tute, 50 F Street NW, Ste 500,Washington,DC 20001, (202) 639-9400, report, 164 pp,$20.00, ISBN 1-884361-11-0.

“The 2003 Hunger Report, Agriculturein the Global Economy, urges the UnitedStates and other industrialized countries to liveup to their free-trade rhetoric and work to elimi-nate trade-distorting farm policies.” If developingcountries were not hampered by the subsidies andprotections of industrialized countries, they couldmove more rapidly to raise their living standardsand alleviate hunger.

The Bread for the World Institute’s 2003Hunger Report states that the reason forworld hunger is the current agriculturalsystem. But how does one build an agricul-tural system that works for the benefit ofpoor and hungry farmers in developingcountries that does not undermine thewell-being of US farmers in the process?Do we sacrifice our domestic agriculturalpolicy for foreign policy goals? Agriculture inthe Global Economy seeks to answer thesequestions by explaining how the currentagricultural system works,who is benefitingfrom it, who is losing because of it, and

what is likely the best path for movingforward.

“Today’s global agriculture system pro-duces more than enough food to feedeveryone…yet 840 million people remainundernourished.” Unless people can growtheir food and/or earn enough money tobuy it, all of the food in the world will notalleviate hunger. Reforming agriculturalpolicies in the United States and other in-dustrialized countries would open oppor-tunities for millions of hungry families inthe rural areas of developing countries toreceive higher prices for what they pro-duce.That would encourage investment inways that would raise their productivity.

Does food aid to developing countrieshelp in the fight against hunger? The Insti-tute believes that, aid, although important, isonly one part of the solution. Increased aidmust be accompanied by reforms that allowdeveloping countries to compete in exportmarkets. New research released in this re-port indicates that the elimination of subsi-dies and protection in industrialized coun-tries would allow developing countries totriple their annual net agricultural trade(exports minus imports) from $20 billion to$60 billion.That is about two-thirds of thevalue of all development and humanitarianaid provided by industrialized countries.The estimated gains to all countries fromthe elimination of trade-distorting subsidiesand tariffs in developed countries would be$100 billion according to the InternationalMonetary Fund.

The report begins with a description ofthe relationships that characterize agricul-ture worldwide and then focuses on USagriculture and the role that US farm pol-icy plays in sustaining US farmers’ income

50 EDUCATIONAL MATERIALS IN REVIEW (J Nutr Educ Behav. 2004;36:47-52.)

RESOURCE PACKETS

and rural development. In the introduction,there is an excellent summary, “U.S. FarmPolicy—the First 200 Years,” which pro-vides the reader with a history of US farmpolicy that led up to the 2002 Farm Bill.The report explores the political, social, andeconomic challenges facing individualcountries, as well as how the choice to re-focus investment in agriculture would bene-fit the majority of poor people. Hungerhot spots, including the looming famine inSouthern Africa, and efforts that are beingmade to avert such international disastersare discussed.The Bread for the World In-stitute outlines policies to move agricultureand trade in a fairer and more just directionand accelerate progress against hunger bothinternationally and in the United States.The last chapter shows what an individualcan do to help reform agriculture andtrade—and help end hunger in our life-times.

This report is timely in light of Presi-dent Bush’s visit to Africa in July 2003.Thequestion of the removal or reduction offarm subsidies was posed to him by top of-ficials of African nations. Little is men-tioned, however, about the tariffs imposedby developing countries on their own farm-ers and the lack of infrastructure, technol-ogy, and agricultural reform in some ofthese countries. Nor is there adequate dis-cussion of US concern for unilateral re-moval of subsidies by European countries. Iwould have liked to have read more of theeffects on the US farmer with the removalof farm subsidies and what that would meanto the current agricultural system in theUnited States—the safest and most secureagricultural system in the world.Accordingto the Bread for the World Institute, USagricultural farm subsidies appear to be themain cause for hunger in the world. I mustadmit that having worked in the past as afood program analyst and as a field workerin international nutrition projects, I did notconsider the poverty I saw to be the resultof US farm subsidies.Whether you believethat the eradication of subsidies will elimi-nate poverty throughout the world is foryou to decide. The report has some one-sided, serious political undertones regardingfarm policy and subsidies. If you can readthe report while realizing that there is an-other side to the discussion, you will be re-warded with much factual information onUS farm policy.

The report ends with country-by-coun-try data tables, including life and death in-dicators, food supply, dietary energy supply,the number of undernourished people, and

economic and development indicators.Hunger and poverty statistics and data onnutrition and assistance programs in theUnited States are also presented. Finally, alist of patrons, benefactors, and sponsors,complete with addresses, electronic mail ad-dresses, and Web sites, and a brief review ofthe mission of these organizations can beused for follow-up.

In closing, the report would appeal tothose working with farm policy and nutri-tion/hunger programs.There are numerouscase studies highlighted throughout the re-port on various groups’ activities in ruraloutreach projects, a shared farm ownershipproject, a seed fair project, a credit andtraining project, etc. It falls short, however,in case studies of nutrition projects.

Barbara L. Jendrysik, MS, Department ofHealth Sciences, Manatee CommunityCollege, 5840 26th Street West, Bradenton,FL 34207

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 BookCognitive Behavioral Treatment ofObesity. Cooper Zafra, 2003. From Guil-ford Publications, 72 Spring Street, NewYork, NY 10012, (800) 365-7006, info@guilford.com, hardcover, 232 pp, $35.00,ISBN 1-57230-885.

Professional/Consumer BookThe New Becoming Vegetarian. VesantoM, Davis B, 2003. From Healthy LivingPublications, PO Box 99, Summertown,TN 38483, (888) 260-8458, askus@healthy-eating.com, hardcover, 373 pp,$19.95, ISBN 1-57067-144-3.

Consumer BookGoldberger’s War. Kraut AM, 2003. FromHill & Wang, 19 Union Square West, NewYork, NY 10003, (212) 741-6900, cgold-stein@fsgbooks.com, hardcover, 313 pp,$25.00, ISBN 0-374-13537-1.

Educational Curriculum/Learning MaterialsLet’s Get Moving. Division of EarlyChildhood, Youth & Women’s Health,

Philadelphia Department of Public Health,2002. From Division of Early Childhood,Youth & Women’s Health, Philadelphia De-partment of Public Health 2002, 1101 Mar-ket Street 9th Fl, Philadelphia, PA 19107,(215) 685-5225, curriculum/videotape, 18pp, $20.

Kids a Cookin’ (Programs 1-12). K-State Research and Extension’s Family Nu-trition Program, 2003. From K-State Re-search and Extension’s Family NutritionProgram, Kansas State University, 24 Um-berger Hall, Manhattan, KS 66506-3402,(785) 532-5830, orderpub@lists.oznet.ksu.edu, DVD, $9.55.

Nutrition Mission. Penn State UniversityDepartment of Food Service, Penn StateCooperative Extension, 2003. From Dr.Katherine L. Carson, RD/Associate Profes-sor of Food Science, Penn State University,203B Borland Laboratory, University Park,PA 16802, (814) 865-9288, klc13@psu.edu,CD-ROM/Web site.

Good Food and Play Make a BalancedDay. Mat-Su School District, 2002. FromMat-Su School District, 801 N. WasillaFishhook Rd,Wasilla,AK 99654, (907) 376-5381, www.goodfoodandplay.com, Interac-tive CD, $2.00.

BrochuresI’m Going to Be O.K. a) How to Dealwith Diabetes Until You Get a Placeof Your Own b) How to Deal withHigh Blood Pressure Until You Get aPlace of Your Own. Briggs V, 2003.From Health Promotion Council, 260South Broad St, Philadelphia, PA 19102,(215) 731-6150, hpcpa@phmc.org, bro-chures, free.

Putting the Guidelines into Practice.US Department of Agriculture, 2003. FromUS Department of Agriculture, Center forNutrition Policy and Promotion, 3101 ParkCenter Dr, Rm 1034, Alexandria, VA22302-1594, (703) 305-7600, info@cnpp.usda.gov, 4 brochures, 21 pp, free.

Calcium: Are You Getting Enough?Oregon Dairy Council, 2003. From Ore-gon Dairy Council, 10505 SW BarburBlvd, Portland, OR 97219, (503) 229-5033,www.oregondairy council.org, brochure,Spanish/English, 5 pp, free.

Journal of Nutrition Education and Behavior Volume 36 Number 1 January • February 2004 51

RECENT ARRIVALS

ReportsLinking Land Quality, AgricultureProductivity, and Food Security (no.823). Wiebe K, 2003. From US Depart-ment of Agriculture, Economic ResearchService, 1800 M St NW, Washington, DC20036-5831, (800) 999-6779, www.ers.usda.gov, report, 59 pp, $27.00.

Web Siteswww.presidentschallenge.org. Chair-man Lynn Swann, 2003. From The Presi-dent’s Challenge, 501 N Morton, Ste 104,

Bloomington, IN 47404, (800) 258-8146,preschal@indiana.edu,Web site, free.

www.niddk.nih.gov/health/nutrit/nutrit.htm. (2 Brochures/Website). (1)Choosing a Safe and Successful Weight-Loss Program; (2) You Can ControlYour Weight as You Quit Smoking.Weight-Control Information Network,2003. From Weight-Control InformationNetwork, 1 Win Way, Bethesda, MD 20892-3665, (877) 946-4627,win@info.niddk.nih.gov, brochures/Web site, 5 pp, free.

www.hort.Cornell.edu/foodsys/. Dis-covering the Food System:An Experi-ential Learning Program for Youngand Inquiring Minds. Wilkins J, 2003.From Jennifer Wilkins, Division of Nutri-tional Sciences, Cornell University, N231MVR Hall, Cornell University, Ithaca, NY14853, (607) 255-2730, jlw15@cornell.edu,interactive Web site, free.

www.uwyo.edu/wintherockies. Well-ness IN the Rockies, 2003. From WIN theRockies,Web site, free.

52 EDUCATIONAL MATERIALS IN REVIEW (J Nutr Educ Behav. 2004;36:47-52.)

Go With the Grain Distinction Awards

General Mills Bell Institute of Health and Nutrition announces the Go With the Grain Distinction Awards and the availability of$10,000 in awards for individual nutrition educators or health professional organizations that make outstanding efforts to use the GoWith the Grain educational resource kit or new Go With the Grain for Kids to help Americans achieve the goal of eating at leastthree daily servings of whole grains. Go to <www.bellinstitute.com> and click on Nutrition News and Nutrition Kits for applica-tions and the educational resources.Applications must be received by June 15, 2004.