Download - Trace minerals
Although teachers generally may not favor the workshop format (8), ours was wellreceived as have been other nutrition education workshops offered as mservice education (2, 9, 10). Although some teachersreport nummal transfer of Illformation andskJils from an mservice program to theclassroom (11), we found a high degree ofmcorporation of workshop matenals intoteaching programs as WIth other nutntioneducatIon programs for which follow-updata are avaJiable (7, 12, 13).
We cannot conclude that all home economics teachers can benefit from a workshop. Our workshop participants attendedvoluntarily and without compensation fortheir time. We assume a workshop with reqUIred attendance might appear less successful because of a lower proportion ofteachers highly motivated to improve theirnutrition knowledge and teaching .skills.However, under our conditions, positivechanges occurred III knowledge and mdicated that this type of workshop can be aneffective means of nutntion education. Thefollow-up evaluation mdicated not onlythat a 3-hour nutntion education workshopcan effect retention of nutntion knowledgeI month later but that It can lead to incorporation of new nutrition education resource materials in the classroom. We believe that our workshop had certalll ele-
ments that helped contnbute to Its success.These included the assessment of teachers'needs m advance, the careful planning andorgamzatlon of the 3-hour time block, thepace and variety of activities provided, andthe degree of teacher involvement. ConsIderation must be given to such factors inplanning a successful mservlce workshop.
D
ACKNOWLEDGMENTS
These data were taken m part from the master'sthesis of Chnstma M Stark, Oregon State UnIversIty, Corvalhs, Oregon, 1980
The authors wish to thank Jane PromnItz andSylVia Lee, School of Home Economics, OregonState UnIversity, for their cooperatIOn and aSSIstance m helpmg make these workshops possible
NOTE
1 Lee, S.L. Personal commUnIcation. Department of Home Economics EducalIon, Schoolof Home Economics, Oregon State UnIversity.
LITERATURE CITED
1 Dwyer, J T., J J. Feldman, and J. MayerNutntiona1 hteracy of high school students.Journal of NutritIOnal EducatIOn 2:59-66,1970.
2 Henneman, A., H Fox, and S. Kreutz A nutntlon workshop for home economics teachers. Journal of NutntlOn Educallon 8:25-27,1976.
3 Gronlund, N. E. Constructing achievementtests. Englewood Chffs, N.J : PrenlIce Hall,1977, pp 54-56.
4 Oppenheim, A. N. Quesllonnalre deSign andattitude measurement. New York: BasiCBooks, 1966, pp. 223-60.
5 Nle, N., C. Hull, J. Jenkins, K Stembrenner,and D. Brent. SPSS' Stallstlcal package forthe social sCiences. 2d ed. New York:McGraw-HIlI Book Co., 1975, pp 267-75
6 Lovett, R., E. Barker, and B Marcus. Theeffect of a nutnlIon educallon program at thesecond grade level. Journal ofNutritIOn EducatIOn 2:81-95, 1970
7 Grogan, J. Teacher m-servlce for nutnlIoneducallon - An mterdlsclplmary approach mthe school system. Journal ofNutnllon Educalion 10 119-20, 1978.
8 Zigarml, P., L Betz, and D. Jensen. Teachers' preferences m and perceplIons of m-service educatlon. EducatIOnal Leadership34:545-51, 1977
9 McDonald, S. c., and H. BOwen NutnlIoneducatIOn workshop. Journal of NutntlOnEducatIOn 2:68-69, 1970.
10 Cook, C. B., D. A. Eiler, and E. C. Kammaka. How much nutntlon education m gradesK-6? Journal of NutntlOn EducatIOn9:131-35,1977.
11 Bnmm, J. L., and D. J. Tollett How doteachers feel about m-servlce educalIon?Educallonal Leadership 31 :521-25, 1974
12 Sodowsky, J. D. In-serVice nutntlOn educalIon for elementary teachers Journal ofNutntlon EducatIOn 5:139-41, 1973
I3 Cooper, B , and M Philp. Evaluation of nutrltlon education m everyday teachmg envIronment. Journal of NutritIOn EducatIOn6:99-103, 1974.
[ TRACE MINERALS ]----------------Based on 88 collecttons from 13 healthy
adult men, R. A. Jacob et. al. (AmencanJournal of Climcal NutntlOn 34:1379-83,1981) measured the mean daily total bodysurface loss of zinc, copper, and iron as 0.5,0.34, and 0.33 mg. respectively. The investigators calculated that surface loss repre-
Through actual analyses of samples collected throughout the Umted States, Y. K.Park et al. (Journal of the AmencanDtetetlc AssocratlOn 79:17-24, 1981) foundthat food and water proVIde iodine far m excess of the RDA. Diets representattve ofthose consumed by young men containedabout 1,000 J.lg of iodine per day; foodsrepresenting diets of infants and of toddlersaveraged about 400 to 600 J.lg of Iodine perday. These amounts are several-fold the
VOLUME 13 NUMBER 4 1981
sented 26% of copper intake and less than5070 of zinc or Iron intakes. They concludedthat surface loss of copper represented anappreciable portion of the dietary requirement and suggested that "marglllal dIetaryintakes of copper are probably more frequent than preVIOusly suspected." Using the
IODINE
RDAs of 150 J.lg per day for adults and of lessthan 70 J.lg per day for young chIldren. Forall geographic areas and all age groups,dairy products contnbuted at least one-thirdand up to three-fourths of the total iodine.Cereal products were the second largest contributor, followed by sugary foods III theadult dIet and meat, fish, and poultry products in all age groups. All other foods combined, mcluding drmking water, contnbuted only about 10% of total dietary iodine.
data from thiS study and the usual averagevalues for percent absorptIOn of traceminerals (40% for ZIllC, 30% for copper,and 10% for iron), one can calculate thatsurface loss excretion represents 10, 87, and21 percent of absorbed zinc, copper, andiron, respectively. S.M. O.
The authors diSCUSS the routes by whichiodllle enters the food system and the possible consequences of excess Iodine mtake.They do not consider the average Intakesreported to be dangerous. However, theypoint out that persons consuming iodizedsalt (which was not mcluded in the calculations) and certain other high-iodine foodswould have mtakes well above the averagevalues. S.M.O.
JOURNAL OF NUTRITION EDUCATION 139