Dining Volume 1Out: A Nutrition Activity 2011 Health Education Teaching Techniques Journal Teaching Techniques Articles Dining Out a Nutrition Riggs et al Activity .2 Integrating Music into the Health Classroom: A Resource for Health Teachers 11 Making Healthier Choices to Combat Atherosclerosis 20 Using Student Response Systems Technology to Close Teens Misperception Gap Regarding Sexual Activity 33 Crisis Communication: A Class Icebreaker 45 Reader’s Theater 51 Health and Media Literacy in Wake of HINI 62 Developing School Health Education Advocacy Skills Through College Personal Health Courses 70 A Middle School Summer Connection Program Lesson: Water Safety 87 Cast Away with Maslow’s Hierarchy of Needs: Using Film to Teach Motivation Theory 98 Eat This, Not That: Teaching Healthy Food Choices to Youth 104 The Story of Bottled Water: Understanding the Environmental Impact of Bottled Water Use 111 Published Online by AAHE American Association for Health Education Health Education Teaching Techniques Journal -2011, Volume Let’s Talk to the Media about Health…………………………………………124 Latex: It’s Not Just for Condoms! A Learning Experience to Actively Engage and Educate Students about Testicular Cancer………………………………………………… 135 Reducing Health Risks from Toxins: Making Informed Decisions about Personal Care Products……………………………………………… 146 Operation Jungle Red: Encouraging Young Men to Take a Stand Against Violence in Society………………………………………………….157 Dining Out: A Nutrition Activity Riggs et al Dining Out: A Nutrition Activity Amy Jo Riggs, PhD, RD; Bridget Melton, EdD; and Helen M Graf, PhD Authors are affiliated with the Department of Health and Kinesiology at Georgia Southern University Contact the authors at P.O Box 8076, Statesboro, GA 30460 Email:hgraf@georgiasouthern.edu Submitted December 6, 2010 Abstract Dining out is an increasing trend among American youth Objectives: The purpose of this teaching technique is to present an interactive, nutritional education activity that is focused on developing healthy food-selection skills, and reducing calorie consumption, among youth when they dine outside of the home Target Audience: Although this activity is geared toward adolescents, i.e., students typically between 13 and 19 years of age, it can be adjusted for younger and older students Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity Riggs et al INTRODUCTION The trend of dining in restaurants and fast-food establishments has increased in the past three decades.1 In 2000, the average American ate outside the home about four times per week,2 and this trend has continued to climb Consumer spending at fullservice and fast-food restaurants is predicted to rise by approximately 18% and 6% respectively between 2000- 2020.3 As the general population’s dependency on externally-prepared food surges, it is not unreasonable to predict that direct control over the nutritional content within foods consumed will decrease Fast-food consumption increased fivefold from 1977 to 1995 among 2- to18-year olds.4 Almost one-third of all youth now eat at fast-food restaurants on any given day.5 Furthermore, the average college student now purports “eating out” six to eight times per week.6 Young adults who frequently eat fast-food gain more weight and have a greater increase in insulin resistance in early middle age.7 Although causes of obesity are multi-factorial, weight gain ultimately results from an imbalance between energy intake and energy expenditure.8 One key factor that influences this balance is type of diet For nutrition education, it is critical to educate individuals on healthier food options, whether it is cooking at home or eating out Dining out poses unique challenges to consumers who are health- and/or weight-conscious This interactive activity allows participants to gain knowledge and practice skills necessary to make healthy food choices while still enjoying the experience of dining out The authors have included student antidotal evidence of the effectiveness of this teaching activity OBJECTIVES • • • instructor or students prior to this activity (Note to the instructor: Many restaurant establishments will donate menus if asked or ask students to bring menus from their favorite eating place.) Copies of “Dining Out” quiz (with answers removed) provided in Figure For younger students, some of the terminology in the quiz might need adjusting for better clarification Each individual instructor should make adaptations to fit his/her students’ developmental levels Copy of Lecture notes on “Dining Out: A Nutrition Activity” for the instructor provided in Figure Copies of Activity Worksheet in Figure TARGET AUDIENCE This lesson is designed for health education or physical education classes for middle -and high-school students attending after-school programs or in health or exercise classes at the university level PROCEDURE The activity will take approximately 30-60 minutes and it will be most effective when students are not rushed Adequate time should be allotted for each following phase Students appreciate time to explore menu options, recount personal stories of restaurant experiences, and weigh menu options The instructor should be prepared to move between groups (See first sentence under Activity) to overhear information shared Misinformation can be revisited and corrected during the general discussion time Authors purposefully have not designed a grading system or rubric because this activity is viewed as an experiential learning piece The strength of experiential learning is learning through reflection, for which this activity allows ample opportunity.9 Students who complete this lesson will be able to: • • Before the lesson, require students to: differentiate between healthy- and poor-food choices when dining out and devise strategies to reduce total calorie consumption when selecting a meal MATERIALS AND RESOURCES • • Dry erase board and markers and pens or pencils Various menus from restaurants; full-service and fast-food menus should be acquired by the • • bring menus from restaurants they commonly frequent Have additional menus available Collect menus after the activity to augment the supply for the next time this activity is taught complete the “Dining Out” quiz as a pretest (Figure 1) Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity Riggs et al opportunity, require students to complete the assessment assignment Open with discussion: • Ask students what foods served at restaurants that they think are healthy and unhealthy Keep a record of students’ remarks on the dry erase board The instructor may choose a student to help record remarks so that the discussion keeps flowing Brief Lecture: • Use lecture notes (Figure 2) to present healthy dining out strategies people may use Ask students for additional tips they may have previously used to reduce calories Assess the nutritional accuracy of the suggestions and make corrections as necessary Activity: Assign students into groups of up to four members and distribute menus Ideally, each group member should have the same menu; they could share menus if not enough menus are available Before group work begins, the instructor, using a different restaurant menu, should model/demonstrate ideal food selection behavior and check for student comprehension (refer to Figure for healthful eating tips) The goal for each group is to choose the most healthy and least healthy appetizer, entrée, and beverage on their menu To facilitate this process, ask group members to complete the worksheet (Figure 3) When each group has finished, orchestrate the following tasks: • • • In a round robin format, have one spokesperson from each group share what s/he believes are the most healthy and least healthy foods on his/her particular menu Ask group members to devise strategies to reduce calories of the least healthy selections (i.e., if one truly wants chili cheese fries, what can one to reduce total calorie consumption? Student answers might include any of the following options: order water instead of soda with it; ask for a half order or share it with a friend; hold the cheese; have the sauces on the side [so you control how much is put on the dish], and so on) From group brainstorming and reporting, compile a list of correct calorie reduction strategies to use while dining out (refer to Figure 2) As an independent practice Debrief: The importance of this activity is not only for students to understand how to reduce calorie consumption while dining out, but to actually implement what they learned The debriefing stage should be focused on strategies that students can commit to using To facilitate this portion, the instructor could pose the following questions: • To control caloric intake, what you think are the most realistic strategies to use when dining out? Of the restaurants at which you eat, which would be more challenging to use healthychoice strategies and why? If you were to adopt some of these strategies, how might your parents or friends react? How would their reactions make you feel? Based on their reaction, would that make you change your selection? • • Instruct students to complete the “Dining Out” quiz (Figure 1) as a posttest at the end of the debriefing period—not for a grade but for a way to ascertain change in knowledge among the students Some of the quiz questions could be open to interpretation Students may have valid reasons for selecting a particular option over the other and these questions could be the impetus for discussion ASSESSMENT TECHNIQUE Dining out can be challenging for students concerned with selecting healthy food Although the pre/post “Dining Out” quiz will help determine what students have learned and retained, an independent practice assignment might be added to assess implementation of this knowledge One way to assess students’ food choices is to have them write a one-page paper on their next dining-out experience, which would be an after-class assignment In this paper, require students to address the following questions: To what restaurant did you go? Were you alone or with other people? Did you order what you initially wanted or change your mind when it came time to order? If you did change from what you originally wanted, was it a positive or negative change? (Explain your answer) Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity Did you implement any of the caloriereduction strategies generated by the class? If so, what strategies did you use, and was it harder or easier to than you anticipated? What was your beverage selection? What was everyone else eating? Did anyone comment about your selection? If so, what was said? Did you eat your entire meal or did you take part of your meal home? After this exercise, ask students to share their responses with the class Another way to assess students’ food choices could be to organize a group lunch at the school cafeteria Selecting foods in the cafeteria can be challenging when trying to make healthy selections; however, more than one main dish is typically offered, with at least one dish a healthier option Observing a cafeteria lunch would provide awareness of the interaction between the students and food-service personnel For example, the teacher might observe if the student asks the food-service personnel for a smaller portion or to have the dressing and/or condiments placed on the Riggs et al side An informal debriefing after the group lunch is ideal Knowing what constitutes healthy-food choices does not insure students’ food selections when dining outside the home Student choices may not change overnight; it is important, therefore, to continue to emphasis that small dietary changes over a period of time can make a significant difference in personal health Moreover, the teacher may ask students strategic healthy-food-choice question throughout the week or months For example, on Monday mornings, a teacher might ask, “Who eat out at a restaurant this weekend, and what did you have?” “Do did you use any of the healthy-food choices techniques we talked about?” Or, the teacher may follow up during the week before students’ lunch period by letting the students know the food options for lunch that day and asking them, “Which selections today sound healthy?” Or perhaps with older students, the teacher may ask, “Can you modify today selections to reduce some of the calories?” Little reminders will help students be more conscious of their choices and help them develop healthy habits Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity Riggs et al REFERENCES National Restaurant Association Quick service restaurant trends Washington, DC: National Restaurant Association; 2005 Cohn SR Diet isn’t the only obesity culprit Available at http://www.restuarant.org/pressroom /rapid_response.cfm?ID566 Accessed May 23, 2010 Stewart H, Blisard N, Bhyyan S, Nayga R The demand for food away from home: Full service or fast food Agricultural Economics Reports 2004; 33953 Retrieved from http://ideas.repec.org/p/ags/uerser/33953.html Assessed May 24, 2010 Wiecha JL, Peterson KE, Ludwig DS, Kim J, Sobol A, Gortmaker SL When children eat what they watch: impact of television viewing on dietary intake in youth Arch Pediatr Adolesc Meal 2006; 160:436442 Bowman SA, Gortmaker SL, Ebbeling CA, Pereira MA, Ludwig DS Effects of fast-food consumption on energy intake and diet quality among children in a national household study Pediatrics 2004; 113:112118 Driskell, JA, Mechna, BR, Scales, NE Differences exist in the eating habits of university men and women at fast-food restaurants Nutrition Research 2006; 26:524-530 Pereira MA, Kartashv AI, Ebbing CB, Van Horn L, Slattery, ML, Jacobs DR, Ludwig, DS Fast-food habits, weight gain, and insulin resistance (the CARDIA study): 15-year prospective analysis Lancet 2005: 365:36-42 Bouchard, C (2008) The magnitude of the energy imbalance in obesity is generally underestimated International Journal of Obesity, 32, 879-880 Bergsteiner, H Gayle, A.G., Neumann, R (2010) Kolb’s experiential learning model: critique from a modeling Studies in Continuing Education, 32(1), 29-46 Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity Riggs et al Figure 1: Pre/Post Dining Out Quiz Dining Out Quiz: Please circle the letter next to the correct answer Which strategy should help decrease the number of calories when dining out? a b c d Sharing an entree Drinking sweet tea instead of soda Ordering the loaded baked potato instead of French fries Ordering breaded fish instead of fried fish If a person is watching his or her fat intake, which meat is a leaner choice? a Filet Mignon b Fried Fish Filet c Baked Chicken Thigh d Baked Chicken Breast Which of the following is a true statement about fast food restaurants? a Fish is always a low-calorie choice b Croissants, biscuits, and muffins are high in calories c The regular burger usually has the same number of calories as the largest size d Side dishes, such as French fries or potato salad, typically have fewer calories than the main dish Which of the following is recommended when trying to reduce caloric intake? a Sweet tea instead of soda b Fried entrée instead of grilled entrée c Order salad dressing on the side d Marinara sauce instead alfredo sauce Which appetizer has the fewest number of calories? a Cheesy potato soup b c d Small Caesar salad Chicken noodle soup Cream of mushroom soup When assessing how food is prepared in a restaurant, which of the following is considered the healthiest? a Fried b Baked c Sautéed d Breaded When selecting vegetables with an entrée, which of the following has the fewest number of calories? a Sautéed broccoli b Cream of spinach c Steamed asparagus d Side salad with cheese and croutons Which beverage provides the least number of calories per serving? a Soda b Sweet tea c Lemonade d Sparkling water Which dessert provides the least number of calories per serving? a Cheesecake b Blueberry pie c Vanilla ice cream d Blackberry cobbler 10 When selecting a soup, which of the following has the fewest calories? a Lobster Bisque b Minestrone Soup c Broccoli and Cheddar Soup d French Onion Soup Answer Key: 1.A; D; B; C; C; B; C; D; C; 10 B Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity Riggs et al Figure Lecture notes on “Dining Out: A Nutrition Activity” I II III Objectives Students who complete this lesson will be able to: a differentiate between healthy- and poor-food choices when dining out and b devise strategies to reduce total calorie consumption when selecting a meal d Have a “Dining Out” Plan Do not go out to eat just because you happen to drive past a restaurant Go out to enjoy the food and socialize with friends Make dining out more of a special occasion than a daily routine Consider your daily caloric intake and plan your day accordingly (refer to My Pyramid.gov for recommended calorie intake by age and gender) For example, if you plan on eating out for dinner, have a lighter lunch Do not skip meals before eating out because you may feel more hungry and likely cause you to overeat Ordering Tips a Always order regular portions sizes: Try not to super-size your meal Certain restaurants are known for their large portion sizes, so consider sharing your meal with a friend b Order separately: Restaurant personnel are used to special orders, so not be shy about asking for certain foods to be substituted for those that are not as healthy For example, instead of ordering both beans and rice with your burrito, ask for one or the other Approximately 200 calories will be saved by this practice If a meal comes with fries, ask if you can substitute a healthier side dish, such as steamed vegetables or a side salad This substitution could save you nearly 300 calories! c Ask how dishes are prepared: If a food is fried, ask if it can be grilled instead For example, ordering a grilled chicken breast sandwich over a fried chicken breast sandwich can save you 198 calories Ask for your e f g IV a b vegetables to be steamed and served “dry.” You can have the sauces and dressings served on the side in order to control the amount you eat Don’t tempt yourself: After you have had a small portion of chips, peanuts, or the basket of bread, ask the waiter to remove them from the table Calories from nibbling can add up before you know it For example, ounce of chips has 140 calories; ounce of peanuts provide 170 calories; and a piece of French bread has 277 calories Also, not sit near the dessert cart Learn to spot: Know which dishes are made with lower/higher calorie cooking methods For example, fried versus grilled, steamed or poached Ask for nutritional information: In many restaurants, detailed nutritional information for menu items is available Ask for this information to make choice selection easier For college students who are of legal age to consume alcohol: Limit alcohol: Alcohol is high in calories, has few nutrients, and can weaken your will power leading you to overeat A light 12-ounce beer has 105 calories, and a 12-ounce regular beer provides approximately 146 calories Wine provides an estimated 96 calories for a ounce glass Low Calorie Menu Choices To help you stay within your healthy eating plan, the following foods and methods of preparation are likely the best choices Clear broth-based soups like Chinese won ton or hot and sour soup, consommé, tortilla soup, or minestrone Romaine lettuce or spinach salads with vegetables and dressing on the side Go easy on the bacon bits, croutons, cheese, and mayonnaise-based items like macaroni salad or tuna salad (1/4 cup tuna salad = 190 calories) Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity c d e f g Raw vegetables (crudités) with a small amount of low-calorie dip Steamed vegetables with a slice of lemon or grilled veggies rather than those drenched in oil or butter Meats that are grilled, broiled, roasted or baked without added fat Choose seafood that is broiled, baked, steamed, blackened, or poached—think tender sole poached in parchment with broth, savory vegetables and herbs A reasonable portion of steak – 3-4 ozs (size of a deck of cards) will provide approximately 300-350 calories; other lean meat cuts served au jus, with a piquant fruit sauce, or stir-fried with vegetables Again, go easy on the rich, creamy sauces A baked potato with a pat of butter (1 teaspoon equals 34 calories) or small amount of sour cream (1 Tablespoon Riggs et al h V equals 23 calories) Top with broccoli, low-fat chili, or salsa Choosing sandwiches on whole wheat or multigrain breads will provide additional essential nutrients, like fiber, when compared to white-flour bread products; with low-fat deli meats and cheeses, use mustard, relish, ketchup, or low-fat mayonnaise Add flavor and vitamins with roasted sweet peppers, romaine lettuce or spinach, tomato, jalapenos, and chopped olives (small amount) Hidden Calories: Look for the following descriptions to uncover higher calorie menu choices: pan-fried, sautéed, battered, breaded, au gratin, cheesy, creamy, buttered, deep-fried, béarnaise, or crispy—as in the "crispy," deep-fried tortilla bowl holding the salad Health Education Teaching Techniques Journal -2011, Volume Dining Out: A Nutrition Activity Melton and Graf Figure 3: Dining Out: A Nutrition Activity Worksheet Restaurant: _ Most Healthy Choice Least Healthy Choice Appetizer: _ Entrée: _ Beverages: _ Given the choices above, modify your least healthy choice by either size or additions Modify: Appetizer Entrée Beverage "To eat is a necessity, but to eat intelligently is an art" (La Rochefoucauld 1613-1680) 10 Health Education Teaching Techniques Journal -2011, Volume Reducing Health Risks from Toxins   What were the most significant things you learned today? Has the way you think about cosmetics and personal care products changed? Why or why not? In our next lesson, we will be learning about the Environmental Working Group’s Skin Deep Nowak cosmetics database We will learn how to use the database to find out how cosmetics and personal care products rank for safety By combining what we learned today with what we will learn in the next lesson, each of you will be able to make informed decisions about your cosmetics and personal care products Table 2: Lesson Skin Deep Database Tip Sheet (Environmental Working Group, 2011) WHERE TO FIND THE ONLINE DATABASE: http://www.ewg.org/skindeep/ WHAT YOU CAN DO WITH THE SKIN DEEP DATABASE Search for a product Hunt for an ingredient Seek by brand or company Find safer alternatives INSTRUCTIONS FOR USING THE SKIN DEEP DATABASE TO SEARCH FOR A PRODUCT: Type the product name into the white search bar at the top of the window Practice: a b c d e TO HUNT FOR AN INGREDIENT: Type the ingredient name into the white search bar at the top of the window Practice: a b c d Type in the name of a cosmetic or personal care product and click the “go” button Results will show the number of related products and their ratings To learn more, click on the product image or name At the top of the page, a graph and overview of the rating and health concerns of the product’s ingredients is provided Partway down the page, find details on whether the company has signed the Compact for Safe Cosmetics and whether the company does testing on animals For details about the ingredients and health concerns, scroll further down the page Type in “paraben” and click the “go” button Results will show 18 ingredients that contain the word paraben To learn more about one of those 18 ingredients, click on the ingredient name Read about the health issues associated with this ingredient For details and references, scroll further down the page TO SEEK BY BRAND OR COMPANY: Type the name of the brand/company into the white search bar at the top of the window Health Education Teaching Techniques Journal -2011, Volume Reducing Health Risks from Toxins Nowak Practice: a b c d e Type in the name of a brand or company and click the “go” button The first line on the results page will indicate the number of products associated with that brand/company and the range of ratings for their products To learn more, click on the image next to the brand/company name Find details about the manufacturer and the products they offer Learn about the ingredients in their products and the related health effects TO FIND SAFER ALTERNATIVES: Use the drop-down menus across the top of the window Practice: a b c d e If you are interested in seeing the best and worst hazard scores for toothpaste, move your mouse over the words “Oral Care.” When the pop-up menu appears, click on “Toothpaste.” When the results appear, it will show you that there are 449 results listed in order from lowest hazard scores to highest hazard scores Hazard scores range from to Sort the results by product, product type, or rating by clicking on the column headings across the top of the results section To learn more about a product, click on its name or image Use the hazard scores to see how your current toothpaste is compared to other toothpastes and to find products with better (lower) scores than your current toothpaste UNDERSTANDING THE RATINGS In the database, all products receive a hazard score and a data availability score When using the online Skin Deep database, click on a rating image at any time to see what the scores mean Hazard Score Green symbol with a 0, 1, or Low hazard Yellow symbol with a 3, 4, 5, or Moderate hazard Red symbol with a 7, 8, 9, or 10 High hazard Grey symbol with a Low hazard due to no data availability Data Availability Rating Data: None Has not been tested for safety Data: Limited Limited research on ingredient safety Data: Fair Fair amount of research on ingredient safety Data: Good Modest amount of research on ingredient safety Data: Robust Studied extensively Interpretation of Ratings: Hazard score of and a data availability rating of Robust Health Education Teaching Techniques Journal -2011, Volume Reducing Health Risks from Toxins Nowak What it means: The ingredients are verified safe by many research studies Low hazard score (1-2) and a data availability rating of Good What it means: The ingredients have low risk as demonstrated by a modest number of research studies with verifying results Low hazard score (1-2) and a data availability rating of Limited What it means: The ingredient has low risk, but more research is needed to confirm its level of safety/risk Hazard score of 10 and data availability rating of Robust What it means: The ingredients are hazardous to health as verified by many studies Grey hazard score of and a data availability rating of None What it means: The ingredients are believed to be safe but there is no research studies to verify High hazard score (8-10) and a data availability rating of Limited What it means: The ingredients are known or suspected hazards but more research is needed to confirm and understand the risks Moderate hazard score (3-6) and a data availability score of Fair What it means: The ingredients are moderately hazardous to health and there is a fair amount of verification research, but more research is needed CHOOSING THE SAFEST PRODUCTS USING THE RATINGS To choose the safest products, look for: Low hazard score and high data availability score Ideally, products will have a low hazard score (0-2), which means the ingredients used in the product present less risk for health problems, and a high data availability score (fair, good, or robust), which means that there have been more research studies conducted on safety of the ingredients Table 3: Lesson Worksheet This worksheet is focused on teaching students to use the Skin Deep Database using Burt’s Bees® products as examples Burt’s Bees® is a registered trademark of Burt’s Bees, Inc (Burt’s Bees, 2011) Instructions: Use the Skin Deep database and the Skin Deep Database Tip Sheet to answer the questions below What the following hazard scores mean? (4 points) a Green symbol with a 0, 1, or _ b Yellow symbol with a 3, 4, 5, or _ c Red symbol with a 7, 8, 9, or 10 _ d Grey symbol with a _ What the following data availability ratings mean? (5 points) a None _ b Limited _ Health Education Teaching Techniques Journal -2011, Volume Reducing Health Risks from Toxins c d e Fair Good Robust Nowak _ _ _ How many products from the company Burt’s Bees, Inc are included in the database? _ What range of hazard scores Burt’s Bees products have? - Does Burt’s Bees, Inc testing on animals? Circle YES or NO Has Burt’s Bees, Inc signed the Compact for Safe Cosmetics? Circle YES or NO What are the ingredients used by Burt’s Bees, Inc., that have high hazard scores? For each answer, indicate the number of Burt’s Bees products that contain each ingredient a is found in _ Burt’s Bees products b is found in _ Burt’s Bees products For Burt’s Bees Beeswax Lip Balm (Tube), indicate the following: a Hazard score b Data availability rating How you interpret the ratings in question #8 to make a conclusion about the safety of Burt’s Bees Beeswax Lip Balm (Tube)? 10 In the EWG database, how many lip balm products have lower hazard scores than the Burt’s Bees Beeswax Lip Balm (Tube)? a None b 5-10 c 10-50 d 50-100 e More than 500 11 Considering the hazard score, data availability score, animal testing, the Compact for Safe Cosmetics, availability of safer products, and other things you’ve learned about Burt’s Bees products, would you purchase and use Burt’s Bees Beeswax Lip Balm (Tube)? Why or why not? Thoroughly explain your answer Table 4: Lesson Answer Key Lesson Answer Key (Total Points = 25) QUESTION (4 points) a b c d low hazard moderate hazard high hazard low hazard due to no data availability QUESTION (5 points) Health Education Teaching Techniques Journal -2011, Volume Operation Jungle Red a b c d e Fennell & Escue has not been tested for safety limited research on ingredient safety fair amount of research on ingredient safety modest amount of research on ingredient safety studied extensively QUESTION (1 point): 169 QUESTION (2 points): 0-7 QUESTION (1 point): No QUESTION 6: (1 point): No QUESTION (4 points) a b fragrance, 79, retinyl palmitate (vitamin A palmitate) QUESTION (2 points) a b limited QUESTION (1 point): The ingredient has low risk, but more research is needed to confirm its level of safety/risk QUESTION 10 (1 point): d More than 500 QUESTION 10 (3 points) points: Student indicates a decision (yes, no, or undecided) and sufficiently explains that decision by discussing at least of the following points: hazard score, data availability score, animal testing, signing of the Compact for Safe Cosmetics, availability of more than 500 other lip balms with lower scores points: Student indicates a decision (yes, no, or undecided) and sufficiently explains that decision by discussing at least of the following points: hazard score, data availability score, animal testing, signing of the Compact for Safe Cosmetics, availability of more than 500 other lip balms with lower scores point: Student indicates a decision (yes, no, or undecided) and sufficiently explains that decision by discussing at least 1of the following points: hazard score, data availability score, animal testing, signing of the Compact for Safe Cosmetics, availability of more than 500 other lip balms with lower scores points: Students does not indicate a decision or does not provide support Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Fennell & Escue Operation Jungle Red: Encouraging Young Men to Take a Stand Against Violence in Society Reginald Fennell,1 PhD and Christopher Escue,2 MS Authors1,2 are affiliated with the Department of Kinesiology and Health Author1 is a professor in the Department and Author2 is a full-time staff member in the Department at Miami University Contact the authors at 107A Phillips Hall, Oxford, Ohio 45056 Email:fennelr@muohio.edu Submitted February 27, 2011 Abstract Men commit a disproportionate number of violent acts Objectives: At the conclusion of this lesson, students will be able to identify one non-traditional method to encourage conversations among men and women to reduce violence, describe the frequency of violent acts committed by men in the U.S., identify key constituents in schools and communities who could assist with antiviolence programs targeting men, and demonstrate the ability to advocate for personal, family, and community health Primary Audience: High-school and college students Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Introduction According to the Centers for Disease Control and Prevention (CDC), each year, approximately 50,000 violent deaths occur in the United States (U.S.) Violent deaths, including homicides and suicides, cost the U.S more than $52 billion in medical care and lost productivity every year (CDC, 2009) In the U.S in 2007, there were 248,300 victims of sexual assault and 44% of these victims were under the age of 18 (Rape, Abuse, and Incest National Network, 2009) According to the 2009 Youth Risk Behavior Surveillance System (YRBS) report from the CDC (2010), 31.5% of students admitted to being in a physical fight one or more times during the 12 months before the survey Men commit a disproportionate number of violent acts Between the years 1976 to 2005, men were the offenders in 90 % of the homicides in the U.S (Bureau of Justice Statistics, 2011) In 2009, approximately 90 % of homicide deaths for victims 18 to 24 years of age were males (U.S Department of Health and Human Services (USDHHS), 2009) and the homicide rate in 2007 for men was more than times higher than the rate for women (CDC, 2010) In addition, women aged 16 to 24 are most vulnerable to non-fatal intimate violence (Bureau of Justice Statistics, 2010) These statistics alone not demonstrate the emotional cost of violence in society These statistics demonstrate, however, the necessity for implementing activities in schools and colleges that could raise awareness to students regarding the prevalence of violence in society Operation Jungle Red (OJR), as designed, is a non-traditional three-day awareness project, which is focused on highlighting the prevalence of violence in society, primarily committed by men Although important, instead of prescribing preventive measures for women and men to avoid becoming victims, OJR is intended to engage young men in conversations about the effects that violent acts have on society In The Masculine Self (Kilmartin, 2010), activities are provided in which men could participate to challenge their ideas about masculinity and socialized gender roles (e.g., carrying a woman’s purse for a day) Similarly, in OJR, men will be asked to wear red fingernail polish during the three days of the project Whereas women may participate with minimal encouragement, students should discuss possible methods that could encourage male participation, such as targeting student groups with Fennell & Escue majority male membership (e.g., male athletic teams) Males (and females) participating in OJR will have one pinky nail painted red as a symbolic display of their rejection of acts of violence and gender role conformity Objectives After this lesson, students will be able to: • • • • identify one non-traditional method to encourage conversations among men to reduce violence, describe the frequency of violent acts committed by men in the U.S., identify key constituents in schools and communities who could assist with educational anti-violence programs targeting men, and demonstrate the ability to advocate for personal, family, and community health as per National Health Education Standards (NHES) Standard (Joint Committee on National Health Education Standards, 2007) Materials and Resources Materials and resources for OJR include the following: • • • • • • • • • • Painting stations with tables and chairs (“Mobile painters” could be used if tables are unavailable.), A handout for each participant, developed using Table as the front and a statement from Table as the reverse side, bottles of red finger nail polish, bottles of nail polish remover, cotton balls, boxes of tissues, ink pens, blue sheets for males and pink sheets for females to sign their names for participating, [optional] banners identifying the project, and [optional] t-shirts identifying the students implementing OJR Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Fennell & Escue Primary Audience students and others This pre-launch allows time to practice explaining the goal of OJR to the school population High-school and college students are targeted for this teaching technique High-school teachers should verify policies and procedures regarding school-wide projects with school administrators prior to implementation of this activity During planning of OJR, the teacher should assign students in teams of a minimum of two to setup and staff each painting station At these stations, students implementing the project encourage other students to participate by: • Procedure Planning for OJR takes one to two months The teacher and students should review the rationale for OJR and discuss implementation logistics for the project Examples of themes for the activity could include “Operation Jungle Red: Embrace Your Inner Strength” or “Operation Jungle Red: Are You Man Enough?” Although it is not necessary to have a theme, ownership may be increased for students planning the project The teacher should assign the following responsibilities to his/her students: • • Develop a press release for media outlets Research printed media and the Internet for updated statements to print on cards (See 21 examples in Table 2) that will be distributed to the participants who have their nails painted • Develop a design for t-shirts (if the budget allows for t-shirts) • Develop a dress code to identify the students implementing the activity (e.g., black pants and school t-shirt) • If needed, develop a budget and potential funding sources (e.g., Student Government) • Contact other groups to participate in the project, including campus organizations, athletic teams, fraternities, and users of social networking sites (e.g., Facebook) In addition, advertising the activity in a campus newspaper and/or making announcements in classrooms could increase participation • Determine painting locations (e.g., dining halls, outside large lecture classes, recreation center) and develop a schedule of times for paintings As a pre-launch, a week prior to the project, the teacher and students should each paint the nail of a pinky finger to begin highlighting the project for • • • • • • explaining the goal of the project is to raise awareness by encouraging conversations about violence caused by men, asking students to have their pinky nails painted, having students sign a male or female participation sheet which helps when counting the number of male and female participants, asking students to wear their painted pinky nails for the duration of the project, providing students with participation handouts (Table and Table 2), asking students to encourage their friends to participate, and thanking the students for participating Each day, the project should conclude with a brief in-person meeting among the students implementing OJR This meeting serves as an ongoing process evaluation of the project and provides time to re-stock the activity supplies (Materials and Resources section) for the next day(s) Assessment Technique If a graded activity is desired, the teacher should inform students how grades will be assigned Grades could be based, in part, on having students sign up for a minimum number of hours to staff a station to paint fingernails, distributing participation handouts (Table and Table 2) to participants, and recording the number of people who participate As part of this assignment, all students will submit a oneto two-page reflection paper about their experiences on the project including the total number of hours worked The assessment rubric serves as a guide for students and for the teacher to determine if the objectives were met (Table 3: Assessment Rubric for Learning Objectives) Some teachers may prefer to use the reflection papers for discussion, only giving credit for Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red completion As part of the discussion, the teacher should have the students review the objectives Additionally, students should discuss what was successful about the project and what changes could be made to improve the activity in the future If part of a health education course at the postsecondary level, the teacher should emphasize the importance of the seven competencies of an entry-level Certified Fennell & Escue Health Education Specialist (CHES) (National Commission for Health Education Credentialing, Inc, 2008) and could ask students to write a paper describing how each of the competencies were used in OJR Also, as an additional evaluation of OJR, students could conduct a survey among the student body to determine the effectiveness of the awareness project Evidence of OJR Success In 2008, students at Miami University launched this teaching activity the week of the oneyear anniversary of the tragic shootings at Virginia Polytechnic Institute and State University Students set a goal for the number of students they wanted to reach The goal in 2008 was 1,600 men (10% of their student population and 50 men for each victim in the Virginia Tech shootings) during the 3-day project In 2010, the goal was 2,000 men and 2,000 women Operation Jungle Red has been accepted or presented at five national conferences (Escue, C.S., Angelo, R.E., Keeney, E.L., Topel, T.C., & Fennell, R., 2008; Escue, C.S., Keeney, E., & Fennell, R., 2009; Escue, C.S., Fennell, R., & Thompson, C., 2010; Fennell, R & Escue, C.S., 2011; Fennell, R & Escue, C.S., 2011) OJR has also been replicated on at least three college campuses in the United States (Thomas More College 2008, Valencia Community College 2009, and University of Wisconsin-Parkside 2011) One peer educator stated, “I attended the Operation Jungle Red session (at the BACCHUS conference) We decided to bring [OJR] to our campus … This is a really great program and we enjoyed bringing it to our campus” [personal communication, Diana Rivera, Valencia Community College, California, May 2009] OJR has the potential to provide a national discussion regarding violence in society with men as a part of the conversation Acknowledgments The first author wishes to thank the following students who were enrolled spring 2008 in KNH 385, “Contemporary Issues in Men’s Health” for planning and implementing Operation Jungle Red: Renee Angelo, Erica Butler, Jacob Day, Christopher Escue, Jason Gibson, Erica Keeney (Co-chair), Patrick LaMonica, Emily Lowe, Christian Mitchell, Michael Renfro, Breanna Robinson, Melissa Smith, and Tyler Topel (Co-chair) \ Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Fennell & Escue References Bureau of Justice Statistics (BJS) (2010) Violence rates among intimate partners differ greatly according to age Retrieved from http://bjs.ojp.usdoj.gov/content/pub/press /ipva99pr.cfm/ Bureau of Justice Statistics (BJS) (2011) Homicide trends in the U.S Retrieved from http://bjs.ojp.usdoj.gov/content/homicide/ gender.cfm/ Centers for Disease Control and Prevention (CDC) (2010) Deaths: Final data for 2007 National Vital Statistics Report (NVSS), 58 (19), 44 Centers for Disease Control and Prevention (CDC) (2009) Violent deaths and the national violent death reporting system Retrieved from www.cdc.gov/Features/ViolentDeaths/ Centers for Disease Control and Prevention (CDC) (2010) Youth Risk Behavior Surveillance System, United States, 2009 Morbidity and Mortality Weekly Report, 59 (SS-5), Escue, C S, Angelo, R E., Keeney, E.L., Topel, T C., & Fennell, R (2008, November) Operation jungle red: Embrace your inner strength Oral presentation at The BACCHUS Network General Assembly Annual Meeting, Columbus, OH Escue, C S, Keeney, E., & Fennell, R (2009, May) Operation jungle red: Men and violence Poster presented at the American College Heath Association Annual Meeting, San Francisco, CA Escue, C S., Fennell, R., & Thompson, C (2010, November) Men paint the pinky take a stand against violence: Operation jungle red Oral presentation at The BACCHUS Network General Assembly Annual Meeting, Indianapolis, IN Fennell, R., & Escue, C S Encouraging men to speak out against violence: Operation jungle ted (2011, March) Oral presentation at the American College Personnel Association Annual Conference, Baltimore, MD Fennell, R., & Escue, C S Operation jungle red: A violence awareness program (2011, October) Oral presentation at the American School Health Association Annual Conference, Louisville, KY Joint Committee on National Health Education Standards (2007) National health education standards: Achieving excellence, 2nd ed Atlanta, GA: American Cancer Society Kilmartin, C T (2010) The masculine self Cornwall-on-Hudson, New York, NY: Sloan Publishing Rape, Abuse, and Incest National Network (RAINN) (2009) Get info: Statistics Retrieved from www.rainn.org/statistics/ National Commission for Health Education Credentialing, Inc (NCHEC) (2008) Responsibilities and competencies of health educators Retrieved from www.nchec.org/credentialing/responsibiliti es/ U.S Department of Health and Human Services (DHHS) (2009) Violence prevention for men Retrieved from www.womenshealth.gov/mens/violence/#i ssue/ Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Fennell & Escue Table Instructions for Front Side of Participant Handout The statement below, beginning with Operation Jungle Red… and ending with the Why-did-I-have-my-fingernailpainted? section, should be printed on one side of every card (index size) and given to participants The other side of the card should have one of the statements from Table printed on the other side of card The cards should be copied in as many different colors as possible for distribution at the painting stations to ensure participants are receiving different participation cards, thus encouraging conversation Different statements from Table should be on the reverse side of the cards so students who may be at the table in groups when their nails are painted are given different color cards _ Operation Jungle Red: [Theme] Date: This event is in remembrance of the victims of the Virginia Tech shooting on April 16, 2007 We also wish to remember victims of other campus shootings such as the Northern Illinois University shooting February 14, 2008 Our goal is to start a conversation about all the acts of violence committed by men every day In 2008, Miami University was the first college campus to launch Operation Jungle Red We hope with the success of this memorial event, schools and colleges across the Nation will encourage male students (and female students) to speak out against violence Why paint your fingernails? By challenging men to step out of their rigid gender roles, we are hoping men also will make an effort to distance themselves from masculine stereotypes of violence What’s the point? The goal of Operation Jungle Red: [Theme] is to start conversations among males in high school and college to raise awareness of how men are socialized and the impact this socialization has on society Keeping their memories alive in our hearts, we wish to remember the victims of these campus shootings and other violent acts Why did I have my fingernail painted? “Today I took a pledge to take a stand against violence, a majority of which is committed by men I believe men should talk about how we can reduce violence in our schools and communities.” Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Fennell & Escue Table Instructions for Reverse Side of Participant Handout Instructions for Reverse Side of Participant Handout One of the statements below (1-21) should be printed on the reverse side of each card distributed to participants (See Figure for text to be printed on the other side of the card) Many of these statements are events that were in the national news and should be considered for use each time Operation Jungle Red is held These statements came from a variety of different sources including print sources, Internet (i.e., web sites dedicated to the Virginia Tech tragedy, and other sites) Additional examples should be added to these statements based on latest acts of violence and acts of kindness when Operation Jungle Red is replicated on your school or college campus Students should be responsible for adding to the list with the approval of the teacher Keith Matthew “Matt” Maupin (PFC) U.S Army Reserve Iraqi insurgents captured him on April 9, 2004 The U.S Military announced in April 2008 that his body had been positively identified • He graduated from Glen Este High School in Union Township, Clermont County, Ohio and was enrolled at the University of Cincinnati Twenty percent of women reported experiencing an abusive relationship that was either emotional, physical, or sexual in nature—Journal of American College Health You are not here merely to make a living You are here in order to enable the world to live more amply, with greater vision, with a finer spirit of hope and achievement You are here to enrich the world and impoverish yourself if you forget the errand – Woodrow Wilson Eva Maria Carson, 22, was the student body president and member of the board of trustees at the University of North Carolina at Chapel Hill • She was a Political Science and Biology major, in the pre-medicine career path who was murdered March 6, 2008 near the UNC campus Matthew Gregory Gwaltney, 24 of Chesterfield, VA, was finishing up his master’s degree in civil and environmental engineering A sports fan, Gwaltney was the sports editor at his high school newspaper • Virginia Tech victim April 16, 2007 February 26, 2008 mentally handicapped woman tortured in Cincinnati, OH • Two teens, 17 and 16 years old from Hamilton, Ohio beat and tortured a mentally disabled 18 year old for hours in Cincinnati The mentally handicapped woman survived Love your neighbor as yourself – Matthew 19:19 Caitlin Hammaren, 19, of Westtown, N.Y was a sophomore majoring in International Studies and French Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red • Fennell & Escue Virginia Tech victim April 16, 2007 Michael Pohle, 23, of Flemington, N.J., was a senior in a five-year program, majoring in biological sciences He was a football and lacrosse player in high school • Virginia Tech victim April 16, 2007 10 Norris Gaynor, 45 homeless and murdered January 12, 2006 in Fort Lauderdale, Florida • After a string of homeless beatings, Norris Gaynor, 45 and homeless, died from being bludgeoned with a baseball bat and shot with paintballs The three teenage males involved in the beating were arrested and charged with murder 11 Those who don’t remember their past are condemned to repeat their mistakes – George Santayana 12 Christopher James “Jamie” Bishop, 35, taught German at Virginia Tech and helped oversee an exchange program with a German university • Virginia Tech victim April 16, 2007 13 Ryan Clark, 22 from Martinez, Ga., was a fifth-year student working toward a triple-degree in Psychology, Biology and English and carried a 4.0 grade-point average He was a member of the Marching Virginians band He was a resident assistant at Ambler Johnson Hall and residence hall where the first shootings took place • Virginia Tech victim April 16, 2007 14 Matthew Shepard was brutally murdered in 1998 near Laramie, Wyoming He was a college student at the University of Wyoming who was gay • Two men in a hate crime murdered him 15 According to the U.S Department of Justice, three women are killed each day by men who love them and four women are beaten each minute by men who love them 16 March 4, 2007 Queens New York- Elderly Women Attacked • A security camera captured an unknown male beating and robbing 101 year-old Queens resident, Rise Morat, for $33 A half hour later the same man assaulted 85 year-old Elizee Solange, stealing $32 Both elderly women survived the senseless attacks 17 Austin Cloyd, 18, a freshman, was an International Studies major She moved to Blacksburg for her senior year in high school • Virginia Tech victim April 16, 2007 18 More than 40% of college men surveyed who drank alcohol in the past school year indicated that they had either physically injured themselves, were involved in a fight, or physically injured another person—Journal of American College Health Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Fennell & Escue 19 The greatest use of life is to spend it for something (positive) that will outlast it –William James 20 Daniel Parmenter, 20, was a sophomore finance major He worked in the Northern Star business department selling advertisements He played rugby • Northern Illinois University victim February 14, 2008 21 Lawrence King, 15, a junior high school student at E.O Junior High School in Oxnard, CA A fellow 14 yearold classmate in a technology lab killed him, because he had come out as gay to his peers Health Education Teaching Techniques Journal, 2011, Volume Operation Jungle Red Fennell & Escue Table Assessment Rubric for Learning Objectives Learning Objective • Identify one nontraditional method to encourage conversations among men to reduce violence Point Did not identify one non-traditional method to encourage conversation among men to reduce violence Point Identified one nontraditional method to encourage conversation among men to reduce violence Points Identified one nontraditional method to encourage conversation among men to reduce violence citing credible source • Describe the frequency of violent acts committed by men in the U.S Did not describe the frequency of violent acts committed by men in the U.S Describe the frequency of violent acts committed by men in the U.S • Identify key constituents in schools and communities who could assist with educational antiviolence programs targeting men Did not identify key constituents in schools and communities who could assist with educational antiviolence programs targeting men Identified key constituents in schools and communities who could assist with educational antiviolence programs targeting men Described the frequency of violent acts committed by men in the U.S citing credible source Identified key constituents in schools and communities who could assist with educational antiviolence programs targeting men and provided real example • Demonstrate the ability to advocate for personal, family, and community health (National Health Education Standards (NHES) Standard 8) Did not demonstrate the ability to advocate for personal, family, and community health (National Health Education Standards (NHES) Standard 8) Demonstrated the ability to advocate for personal, family, and community health (National Health Education Standards (NHES) Standard 8) Health Education Teaching Techniques Journal, 2011, Volume Demonstrated the ability to advocate for personal, family, and community health (National Health Education Standards (NHES) Standard 8) and provided experiential example ... 1613-1680) 10 Health Education Teaching Techniques Journal -2011, Volume Integrating Music into the Health Classroom LaCursia and Parker Integrating Music into the Health Classroom: A Resource for Health. .. health topics Target Audience: This resource is designed for middle- and high-school health teachers 11 Health Education Teaching Techniques Journal -2011, Volume Integrating Music into the Health. .. and seasons 16 Health Education Teaching Techniques Journal -2011, Volume Integrating Music into the Health Classroom LaCursia and Parker Table 2: Examples of Using Music in Health Education Substances