A behavioral objective based nutrition education program for kindergarten through sixth grade which allowed nutrition education to be integrated into existing classroom programs was developed and evaluated. A nutrient density approach served as the conceptual framework for the program. Nutrient density evaluates the nutrient content of a food in relationship to the caloric content. Materials for student use, teacher use and teacher training were developed. The program was evaluated in 27 classrooms in nine public elementary schools in Utah and Idaho with 806 student participants. Pre-and post tests as well as classroom evaluations were conducted. Students, teachers and parents indicated that positive cognitive, attitudinal and behavioral effects resulted from the program.

Data from 7285 individual participants in the USDA Spring Nationwide Food Consumption Survey were analyzed using the nutrient density concept and multiple regression procedures to evaluate the impact of socioeconomic status on the nutritional quality of foods consumed. For each socioeconomic group the average daily amount of nutrients consumed per 1000 kcal of food consumed were computed and compared with the Recommended Dietary Allowances which had been converted to single-value nutrient allowances per 1000 kcal. This nutrient density approach identified qualitative patterns of food consumption for selected income, region, urbanization, household size, race, employment and education groups as well as indicating the degree to which these groups met the RDA. Results demonstrated that socioeconomic status had relatively little impact upon the average nutrient density of diets consumed by the population. Income level had no statistically significant effect upon the nutritional quality of diets for any of the fourteen nutrients studied. Household size affected nutrient density consumption of fat, carbohydrate, vitamin s6 and vitamin C. Race affected calcium, magnesium, vitamin A and thiamin density of diets. Other socioeconomic factors were significantly related to only one or two nutrients. The differences in average nutrient density of diets resulted from differences in the quality of foods consumed from the Basic Four (nutrient-dense) Plus One (calorie-dense) food groups and not from differences in the percent contribution of these two food groups to nutrient intake per 1000 kcal. Average diets for all socioeconomic groups were below nutrient density standards for calcium, iron, magnesium, vitamin B6 and carbohydrate. There was also a high frequency of individuals with vitamins A and vitamin C intakes below nutrient density standards despite adequate group mean intakes per 1000 kcal for these nutrients. Results supported the hypothesis that, regardless of socioeconomic status, Americans consume diets that average very similar nutrient content per energy unit. This type of information contributes to a better understanding of dietary habits of Americans and provides a meaningful framework from which to establish guidelines for government agencies, nutrition educators and the food industry.

Providing consumers with usable nutrition information requires an effective labeling format. The objective of this study, which was conducted in a supermarket setting, was to determine whether consumers could, without previous instruction, make equally effective nutrition decisions using a graphic format based on nutrient density as when using the current labeling format. For comparison with other studies, a demographic, nutrition knowledge and nutrition labeling data base was collected. The questionnaire completed by each participating consumer included items regarding demographic data and shopping preferences, and questions evaluating nutrition knowledge for comparison as a data base with other studies. It also appraised the ability of the shopper to utilize two nutrition labeling formats in making nutrition decisions. Another questionnaire, completed by a researcher, assessed race, body type and build, and time taken by each participant to complete the nutrition decision questions. Six supermarkets were selected from one large Utah chain as sites for the survey. The nutrient density format produced the greatest percentage of correct responses. The difference was particularly evident when the data were analyzed for overall total correct responses. Participants who were high school graduates or had family incomes between $4,000 - $7,999 made more correct responses when utilizing the nutrient density format than when confronted with the other format. The nutrient density presentation also took less time for participants to complete. The graphical nutrient density format evaluated in the study is more effective than the current labeling format in assisting consumers to make valid nutritional decisions.

Magister Public Health - MPH / Background: The World Health Organization (WHO) and United Nations Children’s Fund (UNICEF) recommend exclusive breastfeeding for the first six months of life and introduction of nutritionally adequate and safe complementary foods after 6 months with continued breastfeeding to 2 years and beyond. A variety of foods in the diet is needed to ensure that the nutrient needs of breastfed and non-breastfed children are met. Price of food and affordability are the main barriers of accessing sufficient, safe and nutritious diets to meet dietary needs for an active and healthy life. Many low-income households cannot afford a healthy nutritionally adequate diet, because of the cost of nutrient-rich foods relative to income. Aim: The aim of the study was to determine whether cost of the diet is associated with dietary diversity, energy and nutrient density, and nutrient adequacy in breastfeeding and non-breastfeeding children aged 12 to 24 months. Objectives: For breastfed and non-breastfed children age 12 to 24 months, to determine: (i) dietary diversity, nutrient adequacy and cost of total dietary intake; (ii) dietary diversity, nutrient density, energy density and cost of the complementary diet; (iii) the association of cost of the diet with dietary diversity and nutrient adequacy; and (iv) the association of cost of the complementary diet with dietary diversity, nutrient density and energy density of the complementary Study design: The study is a descriptive study and used an existing dataset consisting of pooled previously collected 24-hour dietary recalls for children age 12 to 24 months from the two most recent independent studies (n=1064). The dataset included data on dietary energy and nutrients, mean adequacy ratio, nutrient adequacy ratios, micronutrient density per 100 kcal of the complementary diet and cost of food per 100g edible portion.

Available evidence indicated that the deficiency of a specific nutrient in the diets adversely affect antibody production from a mild to severe degree. Studies of the effects of diet partially deficient in various essential nutrients on antibody response is meagre. Twelve groups of weanling rats were fed with diets prepared by diluting the basal diet with 0 to 75 percent sucrose for 46 days and their antibody response was measured on the 28th, 40th and 46th day using Salmonella pullorum as the anti gen. The rats fed the diet containing 75 percent sucrose and 25 percent basal diet had mean antibody titer of 15 as compared to 143 for their controls which were fed 100 percent basal diet. The antibody titer decreased as the basal diet was diluted with increasing amounts: of sucrose. Comparison of antibody titer with total serum proteirus, serum vitamin A, hemoglobin, and hematocrit showed that a multiple deficiency in the diet depresses antibody response much more severely than total serum proteins, serum vitamin A, hemoglobin or hematocrit . Rats which had coprophagy prevented had slightly lower food intake, growth rate, antibody response than rats allowed coprophagy.

A nutrition education component was developed, implemented, and evaluated for integration into the Title I migrant education program. The component was based on an evaluated nutrition education curriculum implemented by Brown in the elementary school. The nutrition education program was developed on the concept of nutrient density which measures the ratio of a food's nutrient contribution to its caloric contribution on a constant caloric basis. The nutrition component was modified to include behavioral objectives and concepts that partially met the needs of a migrant population in Utah. The program was evaluated in the Title I programs in Corrine and Smithfield, Utah. The latter site served as a control group. A total of 88 students participated. Pre-post tests as well as individual unit tests served as evaluation instruments. The health status of the migrant children also was evaluated. Students and teachers indicated a positive change in knowledge and attitudes resulting from the nutrition education component.

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Superfoods – exotische und einheimische mit überdurchschnittlich hoher Nährstoffdichte, folglich gesundheitsförderndem Wirkversprechen, erfreuen sich stetiger Beliebtheit. Insbesondere deren sekundäre Pflanzenstoffe, antioxidative Eigenschaften und Vitamine zielen gesundheitsfördernd auf den menschlichen Organismus ab. Superfoods leben vom diskursiven Austausch. Demzufolge lassen sich Menschen durch Meinungen und Erfahrungsberichte beeinflussen. Vor diesem Hintergrund wird vorhandenes Bewusstsein in der gesunden Bevölkerung um den gesundheitsfördernden Nutzen untersucht. Quantitativ, mittels standardisierter online-Befragung, wird zum Konsum, ernährungsphysiologischen Hintergründen sowie Beweggründen zu Gesundheitszuschreibung und Ernährung, befragt. Das resultieren-de Meinungsbild zeigt Bewusstsein zum gesundheitsfördernden Nutzten von Superfood. Auseinandersetzungen zu Verzehrmengen und Risikobewertungen sind jedoch gering vorhanden. Das Potenzial optimaler Anwendung wird nicht ausgeschöpft, um Superfoods gesundheits- und nährstoffbezogen aktiv in das Ernährungsverhalten einzubinden. „Wohlbefinden“ und „Geschmack“ stehen im Fokus. Die Forschungsergebnisse leisten einen grundlegenden Beitrag zur Gesundheitszuschreibung. Das Meinungsbild wird theoriebasierend vergleichend diskutiert, weiterführende Forschungsbedarfe abgeleitet, um künftig umfangreiches Bewusstsein zu generieren sowie Auswirkungen auf Gesundheit und zielgerichteten Konsum näher zu hinterfragen.:Abkürzungsverzeichnis V Abbildungsverzeichnis VI Tabellenverzeichnis VIII 1 Einleitung 1 2 Superfood 2 2.1 Begriffsbestimmung und Entstehung des Superfood-Trends 2 2.2 Beweggründe zum Superfood-Verzehr 4 2.3 Gesetzliche Grundlagen nährstoff- und gesundheitsbezogener Angaben 5 2.4 Inhaltsstoffe und Wirkungsfelder 7 2.4.1 Begriffsbestimmung sekundäre Pflanzenstoffe 7 2.4.2 Phenolische und polyphenolische Verbindungen 8 2.4.3 Antioxidative Eigenschaften 10 2.5. Wirkung von Superfood auf den menschlichen Organismus 10 2.5.1 Acaibeere (Euterpe oleracea) 10 2.5.2 Gojibeeren (Lycium barbarum) 12 2.5.3 Waldheidelbeeren (Vaccinium myrtillus) 14 2.5.4 Hagebutte (Rosae pseudofructus) 16 2.5.5 Kerne des Steirischen Ölkürbisses (Cucurbita pepo var. Styriaca semen) 17 2.6 Zusammenfassung 19 2.7 Herleitung Forschungsfrage, Hypothesen und Zielsetzung 20 3 Empirische Untersuchung zu Superfood 22 3.1 Methodenauswahl 22 3.2 Untersuchungsdurchführung 23 3.2.1 Festlegung des Materials 23 3.2.2 Analyse der Entstehungssituation und formale Charakteristika des Materials 24 3.2.3 Theoriegeleitete Festlegung der Strukturierungsdimension 24 3.3 Gütekriterien quantitativer Forschung 26 4 Ergebnisse und Diskussion 27 4.1. Darstellung der Stichprobe 27 4.2 Themenbereich 1: Allgemeines Verständnis zum Lebensmittel Superfood 29 4.3 Themenbereich 2: Subjektives Gesundheitsempfinden und bevorzugtes Ernährungsverhalten 32 4.4 Themenbereich 3: Beweggründe zum Konsum 34 4.5 Themenbereich 4: Bewusstsein zu ernährungsphysiologischen Hintergründen 38 4.6 Themenbereich 5: Persönlicher Nutzen zum Konsum 40 4.7 Themenbereich 6: Bewusstsein zum nährstoffbezogenen Vergleich exotischer und einheimischer Superfoods 42 4.8 Zusammenfassung der Ergebnisse und Ansätze zur Förderung von Bewusstsein zu Gesundheitszuschreibung Superfood in der gesunden Bevölkerung 43 5 Beantwortung der Forschungsfrage und Verifizierung der Hypothesen 44 6 Darstellung des Meinungsbildes 45 7 Schlussfolgerung 48 Literaturverzeichnis . X Anhang XXVI