IDM

AW

Ltlp

TtaAtawC1tmateathhAabo

FDh

DDH

AAU

Lbcp

NapimdeladamfintusIoTdac

F

DRSO

AA

Ltg

Bspwudrc

PCEwas(pd(s

Oywca

FC

TUESDAY, NOVEMBER 9

POSTER SESSION: WELLNESS AND PUBLIC HEALTH

A

ntegrating Literacy, Culture and Language in theevelopment of Nutrition Education Materials for Ethnicinority Populations

uthor(s): M. Ip, B. Wan, S. G. Lu, D. H. Wong, R. Lee; Charles B.ang Community Health Center, New York, NY

earning Outcome: Participants will be able to identify 3 strategieso tailor nutrition education materials to the literacy, culture andinguistic needs of low-income, ethnic minority populations,articularly Chinese Americans.

he Asian American population is the fastest growing ethnic group inhe United States; it also has the fastest growing rate of overweightnd obesity in children. However, few Asian, particularly Chinese,mericans participate in nutrition education programs. Additionally,

here is a paucity of nutrition education materials that are bilingualnd culturally relevant for low-income Chinese Americans andritten at an appropriate literacy level. The Charles B. Wangommunity Health Center in New York City has created more than30 bilingual health education brochures, including forty on nutritionopics. The material development process is undertaken by aultidisciplinary team and consists of the following stages: needs

ssessment, content development, content and clinical review,ranslation, and consumer review. Content development and reviewnsure that the content is written below an 8th grade reading levelnd includes culturally appropriate messages. Materials areranslated by native Chinese speakers with medical and publicealth training. Brochures are utilized by health care providers andealth educators in both clinical and community settings.dditionally, brochures are distributed to community organizationsnd made available at www.cbwchc.org. In January 2010, over 16,000rochures were requested by clinical staff and communityrganizations for dissemination.

unding Disclosure: Partially funded by the United Statesepartment of Health and Human Services, section 330 communityealth center grants

S

AC

LMo

Bccfdmfd

MSMPs

Roieddc

Ctcicbi

F

evelopment and Implementation of a Service Learningepartmental Initiative in a Department of Food Science anduman Nutrition

uthor(s): V. Haley-Zitlin, K. Cason, J. Acton, C. Carter, C. Stevens,. Pometto, III; Food Science and Human Nutrition, Clemsonniversity, Clemson, SC

earning Outcome: Participants will learn how to 1) use problem-ased learning to address community needs, 2) incorporateommunity work activities into teaching/scholarship objectives and 3)romote service learning activities at the departmental level.

utrition and food science professionals are regularly sought to answerwide range of food and nutrition-related questions of interest to the

ublic. Service Learning is a strategy to incorporate community servicento teaching and learning objectives in a thoughtful, well defined

anner. The purpose of this Engaged Departmental Initiative was to 1)evelop a cohesive community-based program that would activelyngage faculty and students and 2) thoughtfully integrate serviceearning into these community-based activities. Adding the reflectionctivities of Service Learning, for both students and faculty within theepartment, it was thought, would provide an added measure ofssessment to community-based work/activities and in turn, facilitateore satisfactory outcomes. Planning included the identification of

aculty with service learning expertise who would serve as mentors,dentification of appropriate community partners, and jointly identifyingutrition-related needs and setting goals. Implementation includedeaching the basic tenets of service learning to faculty and studentsnfamiliar with this teaching and learning strategy, integration ofervice learning activities into established departmental Creativenquiry teams, which numbered 18, and service delivery. Assessment isngoing and reflects student, faculty and community satisfaction indices.his project has shown a unique way by which faculty members, withiverse skills and interests, can unite to work toward a common goalnd explore the effect of departmental collaborative endeavors onommunity issues.

unding Disclosure: CU Service Alliance

-102 / September 2010 Suppl 2—Abstracts Volume 110 Number 9

evelopment of an Organic Gardening Workshop foregistered Dietitians, Dietetic Technicians Registered,tudents, and Community Members in Rural, Appalachianhio

uthor(s): K. A. Brown, D. H. Holben; Nutrition, Ohio University,thens, OH

earning Outcome: After this presentation, the learner will be ableo apply strategies discovered for the development of an organicardening program for clients and/or community groups.

ackground: Personal gardening has many health benefits. Whenustainable practices are used, gardening has the potential toositively impact the environment and enhance the local food system,hich is consistent with ecological sustainability. Therefore, basedpon the Transtheoretical Model, an organic gardening workshop waseveloped for registered dietitians (RDs), dietetic technicians,egistered (DTRs), dietetic and other university students, andommunity members.

rogram: The primary nutrition message of the program was Everyonean, in OHIO, Garden [plants] And Rake Dirt [to] Enhance Nutrition -COHIO GARDEN. One hundred participants completed the 5-hourorkshop, that included a variety of activities to enhance learningcross the continuum of change, including: 1) learning basic gardening,eed starting, and seed saving techniques to decrease barriers to changeprecontemplation and contemplation stages); 2) developing an actionlan for starting a garden and related activities (preparation stage); 3)iscussing, via a panel, actual gardening and sustainability issuesaction stage); and 4) linking with community-based support groups toustain gardening practices (maintenance stage).

utcomes and Conclusion: Pre- and post-workshop evaluationsielded positive outcomes. RDs and DTRs can use these strategieshen developing an organic gardening program for clients and/or

ommunity groups as a means to improve produce access and intake,s well as physical activity.

unding Disclosure: The ECOHIO GARDEN Project, Fulbrightanada Eco Leadership Program

ources of MyPyramid Intakes among School Children

uthor(s): E. M. Condon, M. Fox; Mathematica Policy Research, Inc.,ambridge, MA

earning Outcome: To identify major contributors to children’s intake ofyPyramid food groups, and identify strategies for improving the quality

f children’s diets.

ackground: Research indicates that diets consumed by school-agehildren are not consistent with dietary recommendations. Specifically,hildren’s diets fall short of meeting MyPyramid recommendations forruits, vegetables and whole grains, and exceed recommendations foriscretionary calories from solid fat and added sugars. Understandingore about the contribution of foods to children’s intakes of MyPyramid

ood groups can provide insights about strategies for improving children’siets.

ethods: This study used 24-hour recall data from the 2004-2005 thirdchool Nutrition Dietary Assessment Study. Foods were linked to theyPyramid Equivalents Database and categorized into food source groups.opulation proportions were calculated to estimate contributions ofpecific food source groups to intakes of MyPyramid groups.

esults: Fruit juice and fruit-flavored drinks contributed more than 50%f children’s fruit intakes. Major contributors to vegetable intakesncluded french fries, condiments, pasta mixtures, pizza, and Mexicanntrees. These foods were also among leading contributors to intakes ofiscretionary calories from solid fat. Carbonated sodas and fruit-flavoredrinks accounted for almost 40% of added sugar. Cold cereals were leadingontributors to intakes of whole grains and added sugar.

onclusions: Changes to the type and mix of foods consumed are neededo improve children’s overall diet quality. In addition to encouragingonsumption of discrete servings of fruits and vegetables, it is alsomportant to modify the solid fat content of mixed dishes that are leadingontributors to children’s vegetable intakes. Replacing sugar-sweetenedeverages with water or 100% juice is an important strategy for reducingntakes of added sugar.

unding Disclosure: USDA’s Economic Research Service