12.1 Communication Is Key
Katie Baker
Whether communicating with other providers, supervisors, staff, or patients and their families, professional communication is crucial for several reasons. Clear communication helps ensure that patients receive the best possible treatment outcomes. Communication can take various forms, including written messages (emails, letters, text messages, presentation slides), verbal messages (phone calls, video conferences), and in-person interactions (meetings, presentations, patient visits).
Clarity is essential to ensure that recipients understand your message and can perform the requested actions. Timeliness is equally important, as patients must receive timely information about their care, and providers must be able to follow up quickly to optimize patient outcomes.
Concise communication means delivering your message without unnecessary information. For example, when presenting in a large meeting, focus only on relevant content. Avoid including slides that do not directly support your message.
The way you present your message also reflects your professionalism. Using the appropriate tone, spelling, grammar, and punctuation ensures that your communication is perceived professionally.
Selecting the right recipient is another critical aspect of communication. For effective care, you must know who to communicate with about a patient’s condition to provide relevant information. Similarly, your organization may have a specific chain of command for addressing concerns, such as contacting your manager first, then the department director, and finally Human Resources. It is expected that you follow this chain to ensure effective communication.
Communication May Depend on Audience
As a healthcare professional, you will communicate with people in different roles. You may interact with supervisors and other leaders within your organization. You may also be responsible for training new employees, which will require strong communication and listening skills. Additionally, you will communicate with providers to whom you refer patients, as well as with patients and their families directly.
While it is common to use a more casual tone with coworkers, it is essential to communicate with employees in a professional and compassionate manner. Workplace communication norms may vary between colleagues and across different levels within the organization, so it is crucial to understand the expectations of your specific workplace. Many workplaces today have more casual and friendly relationships between supervisors and staff, which can be challenging when generational differences are present. It is always best to err on the side of being more formal and to follow the lead of your supervisor in terms of communication style. For example, some providers may prefer to be addressed by their title at all times, such as “Dr. Baker,” or only in specific instances, as in “You can call me Katie, but please refer to me as Dr. Baker in front of patients.”
Therapeutic communications with patients should always be professional, compassionate, clear, and concise. All communications with patients should leave a record. For example, any emails or letters sent to patients should be retained by the provider’s organization, and any verbal or phone conversations should be documented in the patient’s chart in the appropriate section. Documenting communication in the patient chart helps address any potential miscommunications or misinterpretations by the recipients.
It is not appropriate to text patients unless using a HIPAA-compliant texting service for reminders and notifications. Test results and diagnoses should never be sent via text message. Patients should be reminded that texting is not an appropriate way to contact their provider about concerns. Aside from scheduled telehealth visits, diagnosis and treatment should never be conducted via text or email, given the confidential nature of healthcare communication. Additionally, encryption must be in place to protect against accidental HIPAA violations, such as the theft or loss of a communicating device like a laptop or cell phone.
Introduction to Written Communication
Communication can be divided into seven components, outlined below. For each component, we will define its importance and provide examples of how it applies to professional written communication.
Context
Context refers to the surrounding environment or underlying meaning behind a communication. It can involve the purpose of your phone call or email, as well as the situation or relationship between you and the recipient. Context also encompasses cultural or organizational communication norms, which help set the tone for your message. For example, the context of a letter will influence the tone, which may range from formal to casual depending on your relationship with the recipient and the nature of the message.
Sender
As the sender, you are responsible for conveying your ideas, whether in writing, verbally, or in person. Your tone and content will be influenced by your status within an organization and the nature of your relationship with the recipient. For example, your tone and style will differ when communicating with your employer, trainees, or patients.
Ideas
The content of the communication plays a significant role in how the message is conveyed. The main idea of your message should be clearly communicated, with supporting details and a conclusion that reinforces the central point. In a presentation, the slides should be arranged logically to make the main idea clear, with supporting details positioned accordingly. It can be helpful to have a colleague review your presentation to identify any areas that may cause confusion.
Encoding
Encoding refers to how the message’s ideas are conveyed. This could involve text, punctuation, images, or even audio or video clips. While punctuation and grammar can convey emotion (such as multiple exclamation points to show excitement), professional communication should limit punctuation to a single mark at the end of a sentence. Emoticons, emojis, and text abbreviations should be avoided in professional communications.
Medium
The medium refers to the method of communication, such as a call, email, text message, or verbal communication. The choice of medium reflects the formality or importance of the message, as well as the relationship between the sender and receiver. For example, it may be appropriate to send a quick text to an X-ray technician about a patient, but texting a CEO or informing a patient about a serious diagnosis via text would be inappropriate.
Receiver/Decoder
The receiver, or decoder, is the person receiving the message. In a professional setting, this could be a colleague, superior, subordinate, or patient. Both the sender and the receiver bring their own moods, opinions, and interpretations to the message, which can sometimes lead to miscommunications. It is important that your written communication is clear to avoid misunderstandings. If a misunderstanding does occur, it is best to follow up with a phone call or in-person discussion, as written communication does not always convey tone effectively.
Feedback
Feedback is the recipient’s response to the message. It is important to provide a response to professional communications directly. While organization-wide communications (such as announcements) may not require responses, feedback is essential for clarifying misunderstandings. For example, if you send a referral for an MRI of the right knee but receive a response stating that the patient was contacted for an MRI of the left knee, you can correct the error before the imaging appointment takes place.
Communication between the provider and patient that seeks to establish and build trust and sense of safety.
Oral communication through spoken words and sounds that convey meaning.


2 OER Quick Start Guide
Overview
Open educational resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation, and redistribution by others with no or limited restrictions.
These often include digital textbooks, which are created and distributed free of charge, and allow users to keep and modify the files as they choose. OER have the potential to reduce or eliminate the costs of textbooks and to increase opportunities for access, participation, and achievement for all students.
Types of OER
When we talk about OER, we’re often talking about open textbooks. And it’s true that open textbooks are an important component of OER as a movement- but they’re certainly not the only component!
OER can be any type of educational material. Their scale varies from something as large as a textbook or online course, to something as small as a class handout or image.
“Open” vs. “free”
Before we go any further discussing what OER are, it’s important to pause for a moment to address what OERs are not. Specifically, we want to debunk a common misconception: “free” and “open” are not the same thing.
Free materials serve a meaningful purpose in education by providing tools to support teaching and learning, but free resources are not necessarily open resources. “Free” means that there is no required cost to access materials. However, it does not mean that users may also reuse, modify, or share the materials.
When a resource is open, users know they can reuse and share the resource widely, so long as they abide by the terms of the creator. Open materials also allow users to revise and remix them with other open resources or self-generated content to produce new material. These terms and permissions are typically established in the work’s license.
What are open licenses?
Open licenses support creators that want to share their works freely, and allow other users more flexibility to reuse and share the creators’ works. Specific benefits include:
- Allowing others to distribute the work freely, which in turn promotes wider circulation than if an individual or group retained the exclusive right to distribute;
- Reducing or eliminating the need for others to ask for permission to use or share the work, which can be time consuming, especially if the work has many authors;
- Encouraging others to continuously improve and add value to the work; and
- Encouraging others to create new works based on the original work – e.g. translations, adaptations, or works with a different scope or focus.
Text is a derivative of Guide to Open Licensing by Open Knowledge International, licensed under CC BY 4.0.
OERs are not copyright-free, but rather are generally available for use under Creative Commons or similar open licenses. These licenses grant permission to Retain, Reuse, Revise, Remix, and Redistribute resources.
There are six creative commons licenses, ranging from most open to least open.
Attribution
CC BY
This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.
Attribution-ShareAlike
CC BY-SA
This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.
Attribution-NoDerivs
CC BY-ND
This license lets others reuse the work for any purpose, including commercially; however, it cannot be shared with others in adapted form, and credit must be provided to you.
Attribution-NonCommercial
CC BY-NC
This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.
Attribution-NonCommercial-ShareAlike
CC BY-NC-SA
This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.
Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.
The 5 Rs
The “5 Rs” is a framework that encourages educators to capitalize on the unique rights associated with open content. These rights include the ability to:
- Retain: Make and own copies of the work (e.g., download, duplicate, store, and manage).
- Reuse: Use the work in a wide range of ways (e.g., in a class, in a study group, on a website, in a video).
- Revise: Adapt, modify and translate the work (e.g., translate the content into another language).
- Remix: Combine it with another resource to make a new work (e.g., incorporate the content into a mashup).
- Redistribute: Share the work with others (e.g., give a copy of the content to a friend).
These rights, or permissions, are made possible through open licensing. For example, Creative Commons open licences help creators of OER retain copyright while allowing others to reproduce, distribute, and make some uses of their work.
Attribution: The 5 Rs of OER is a derivative of the 5 R Permissions of OER by Lumen Learning, licensed under CC BY 4.0. About the licenses by Creative Commons is licensed under CC BY 4.0. Infographic icons by icons8.com.
The CARE framework
The CARE Framework, as proposed by Petrides, Levin, and Watson (2018), has been developed to help articulate the shared values and collective vision for OER advocacy on campuses. Because of its ability to link a variety of stakeholders in traditional/formal and non-traditional/informal settings, the framework provides the flexibility needed for those who are new to open education, along with those who are early adopters, to participate on an equal footing.
The CARE framework suggests a four-pronged series of practices that can inform strategies and tactics for OER adoption over time:
- Contribute: Stakeholders actively contribute to efforts, whether financially or via in-kind contributions, to advance the awareness, improvement, and distribution of OERs
- Attribute: Stakeholders practice conspicuous attribution, ensuring that all who create or remix OERs are properly and clearly credited for their contributions
- Release: Stakeholders ensure OERs can be released and used beyond the course and platform in which it was created or delivered
- Empower: Stakeholders are inclusive and strive to meet the diverse needs of all learners, including by supporting the participation of new and non-traditional voices in OER creation and adoption
Attribution: Adapted from Toward a Sustainable OER Ecosystem: The Case for OER Stewardship, by Petrides, Levin, and Watson (2018), licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Unit 1: Mysteries in BC History
The Shooting of Ginger Goodwin
Click play on the following audio player to listen along as you read this section.
On a spring day in England in 1887, a baby with red hair was born. His name was Albert Goodwin, but his family called him “Ginger.”
Coal was very important back then. Coal is a black rock that can be used for fuel. It was used to run trains and steamboats. Albert “Ginger” Goodwin became a coal miner at age 15. That is how he found himself in British Columbia. There were lots of coal mining jobs on Vancouver Island.
Coal mining was not a safe job. The coal dust made the workers sick. Sometimes gas in the ground made the workers sick, too. Sometimes mines caved in. Many miners wanted the right to be safe at work. So in 1912, some workers on Vancouver Island went on strike. Ginger was one of them. He spoke out for workers’ rights. When the strike ended, the mining company would not give him his job back. The company was angry that he had spoken out. So Ginger moved to the mainland of British Columbia. He continued to fight for workers’ rights.
At that time, Canada was fighting in World War I. In 1917, the government made a law that all men aged 20 to 35 must fight in the war. Ginger did not believe in war. He also had many health problems from working in the mines. A doctor looked at him and said he was not fit to go to war. Ginger began to speak out against the law that forced men to go to war. Shortly after, he got a letter from the government saying he needed to be seen by a doctor again. This time, the doctor said he was fit for war. Many people were sure that the government was trying to get rid of him for speaking out.
Ginger escaped to a cabin on Alone Mountain near Comox Lake. He was joined by some other men who would not fight in the war. People in the nearby town helped them hide by bringing them food and water. Police spent months looking for the men. A police officer named Campbell said he would get Goodwin dead or alive.
One day in 1918, Campbell and two other police officers went to Alone Mountain looking for the men. The two police officers went one way and Campbell went another. Then the two police officers heard a shot ring out. They went toward the sound. They found Ginger’s dead body on the ground. Campbell had shot him. Campbell said he had to because Ginger pointed a gun at him. The police burned the cabin where Ginger was shot. Some people thought that it was a cover-up. They said it was not right that Ginger was killed. They thought the government finally got what it wanted. The government got rid of Ginger Goodwin.
Miners and friends carried Ginger’s coffin on their shoulders through the streets of the town. People followed behind for six kilometres. That day, all the workers in British Columbia put down their tools and went on strike. They protested the shooting of Ginger Goodwin. It was the first general strike of British Columbia.
Today, we wonder what really happened on that summer afternoon in 1918 on Alone Mountain.
Work Patterns
The bold words in this story have these word patterns:
The word ending –igh has three letters. But it makes one sound. The letters –igh make a long /i/ sound. These letters are usually followed by t like these words:
- right
- rights
- fight
- fighting
The word ending –ain has two vowels that make one sound. The vowels –ai can make the long /a/ sound. Words from this story that contain this ending include:
- mainland
- against
- again
The word mountain contains the letters –ain like mainland and again. But it doesn’t have the long /a/ sound.
The last word family in this lesson is the –ound family. The two vowels –ou can make the same sound you make when you stub your toe: ow! Here are the words in this story that contain this word ending:
- found
- ground
- sound
Media Attributions
- Hazelton_coal_miners © BaomoVW is licensed under a Public Domain license
- Elwood_Cabin_Rio_Grande_Forest_Colorado_September_2013 © Drunk Driver is licensed under a CC BY-SA (Attribution ShareAlike) license
- goodwinFuneral © Hilda Anggraeni is licensed under a CC BY (Attribution) license


12 Basic Nutrition for Children
Learning Objectives
By the end of this chapter, you should be able to:
- Define and explain the function of each macronutrient and type of micronutrient.
- Examine factors that affect the quality of food.
- Discuss influences on food choice.
- Outline how to achieve a healthy diet.
- Describe programs that support nutrition in early care and education programs.
- Identify ways to assess the quality of meals and snacks in early care and education programs.
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LICENSING REGULATIONS WAC regulations that relate to this chapter include:<PHONE_NUMBER> MENUS, MILK, AND FOOD To ensure proper nutrition of children in care, an early learning provider must comply with the child nutrition requirements described in this section.
110-300-0196 FOOD SOURCES
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Introduction
In order to plan, prepare, and serve nutritious foods to children in early care and education programs it’s important to have a basic understanding of nutrition and the programs and resources available to support meeting children’s nutrition needs.
What are Nutrients?
The foods we eat contain nutrients. Nutrients are substances required by the body to perform its basic functions. Nutrients must be obtained from our diet, since the human body does not synthesize or produce them. Nutrients have one or more of three basic functions: they provide energy, contribute to body structure, and/or regulate chemical processes in the body. These basic functions allow us to detect and respond to environmental surroundings, move, excrete wastes, respire (breathe), grow, and reproduce. There are six classes of nutrients required for the body to function and maintain overall health. These are carbohydrates, fats, proteins, water, vitamins, and minerals. Foods also contain non-nutrients that may be harmful (such as natural toxins common in plant foods and additives like some dyes and preservatives) or beneficial (such as antioxidants).
Macronutrients
Nutrients that are needed in large amounts are called macronutrients. There are three classes of macronutrients: carbohydrates, fats, and proteins. These can be metabolically processed into cellular energy, allowing our bodies to conduct their basic functions. A unit of measurement of food energy is the calorie. Water is also a macronutrient in the sense that you require a large amount of it, but unlike the other macronutrients, it does not yield calories.
Carbohydrates
Carbohydrates are molecules composed of carbon, hydrogen, and oxygen. The major food sources of carbohydrates are grains, milk, fruits, and starchy vegetables, like potatoes. Non-starchy vegetables also contain carbohydrates, but in lesser quantities. Carbohydrates are broadly classified into two forms based on their chemical structure: simple carbohydrates, often called simple sugars; and complex carbohydrates.
Simple carbohydrates consist of one or two basic units. Examples of simple sugars include sucrose, the type of sugar you would have in a bowl on the breakfast table, and glucose, the type of sugar that circulates in your blood.
Complex carbohydrates are long chains of simple. During digestion, the body breaks down digestible complex carbohydrates to simple sugars, mostly glucose. Glucose is then transported to all our cells where it is stored, used to make energy, or used to build macromolecules. Fiber is also a complex carbohydrate, but it cannot be broken down by digestive enzymes in the human intestine. As a result, it passes through the digestive tract undigested unless the bacteria that inhabit the colon or large intestine break it down.
One gram of digestible carbohydrates yields four kilocalories of energy for the cells in the body to perform work. In addition to providing energy and serving as building blocks for bigger macromolecules, carbohydrates are essential for proper functioning of the nervous system, heart, and kidneys. As mentioned, glucose can be stored in the body for future use.
Fats
Fat (officially called lipids) are also a family of molecules composed of carbon, hydrogen, and oxygen, but unlike carbohydrates, they are insoluble in water. Fats are found predominantly in butter, oils, meats, dairy products, nuts, and seeds, and in many processed foods. The main job of fats is to provide or store energy. Fats provide more energy per gram than carbohydrates (nine kilocalories per gram of fats versus four kilocalories per gram of carbohydrates). In addition to energy storage, fats serve as a major component of cell membranes, surround and protect organs (in fat-storing tissues), provide insulation to aid in temperature regulation, and regulate many other functions in the body.
Proteins
Proteins are macromolecules composed of chains of subunits called amino acids. Amino acids are simple subunits composed of carbon, oxygen, hydrogen, and nitrogen. Food sources of proteins include meats, dairy products, seafood, and a variety of different plant-based foods, most notably soy. The word protein comes from a Greek word meaning “of primary importance,” which is an apt description of these macronutrients; they are also known colloquially as the “workhorses” of life. Proteins provide four kilocalories of energy per gram; however providing energy is not protein’s most important function. Proteins provide structure to bones, muscles and skin, and play a role in conducting most of the chemical reactions that take place in the body. Scientists estimate that more than one-hundred thousand different proteins exist within the human body. The genetic codes in DNA are basically protein recipes that determine the order in which 20 different amino acids are bound together to make thousands of specific proteins.
Water
There is one other nutrient that we must have in large quantities: water. Water does not contain carbon, but is composed of two hydrogens and one oxygen per molecule of water. More than 60 percent of your total body weight is water. Without it, nothing could be transported in or out of the body, chemical reactions would not occur, organs would not be cushioned, and body temperature would fluctuate widely.
Micronutrients
Micronutrients are nutrients required by the body in lesser amounts, but are still essential for carrying out bodily functions. Micronutrients include all the essential minerals and vitamins. In contrast to carbohydrates, fats, and proteins, micronutrients are not sources of energy (calories), but they assist in the process as components of enzymes. Enzymes are proteins that cause chemical reactions in the body and are involved in all aspects of body functions from producing energy, to digesting nutrients, to building macromolecules. Micronutrients play many essential roles in the body.
Minerals
Minerals are solid inorganic substances that form crystals and are classified depending on how much of them we need. Trace minerals, such as molybdenum, selenium, zinc, iron, and iodine, are only required in a few milligrams or less. Macrominerals, such as calcium, magnesium, potassium, sodium, and phosphorus, are required in hundreds of milligrams. Many minerals are critical for enzyme function, others are used to maintain fluid balance, build bone tissue, synthesize hormones, transmit nerve impulses, contract and relax muscles, and protect against harmful free radicals in the body that can cause health problems such as cancer.
Vitamins
The thirteen vitamins are categorized as either water-soluble or fat-soluble. The water-soluble vitamins are vitamin C and all the B vitamins, which include thiamine, riboflavin, niacin, pantothenic acid, pyridoxine, biotin, folate and cobalamin. Unneeded water soluble vitamins are excreted from the body. The fat-soluble vitamins are A, D, E, and K. Vitamins are required to perform many functions in the body such as making red blood cells, synthesizing bone tissue, and playing a role in normal vision, nervous system function, and immune system function. Fat soluble vitamins are stored in the body in fat (and can become toxic when too much is consumed, almost always from supplements).
Vitamin deficiencies can cause severe health problems and even death. Some vitamins have been found to prevent certain disorders and diseases such as scurvy (vitamin C), night blindness (vitamin A), and rickets (vitamin D).514
Quality of Food
One measurement of food quality is the amount of nutrients it contains relative to the amount of energy it provides. High-quality foods are nutrient dense, meaning they contain significant amounts of one or more essential nutrients relative to the amount of calories they provide. Nutrient-dense foods are the opposite of “empty-calorie” foods such as carbonated sugary soft drinks, which provide many calories and very little, if any, other nutrients. Food quality is additionally associated with its taste, texture, appearance, microbial content, and how much consumers like it.[1]
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FOOD: A BETTER SOURCE OF NUTRIENTS It is better to get all your micronutrients from the foods you eat as opposed to from supplements. Supplements contain only what is listed on the label, but foods contain many more macronutrients, micronutrients, and other chemicals, like antioxidants, that benefit health. While vitamins, multivitamins, and supplements are a $20 billion industry in the United States, and more than 50 percent of Americans purchase and use them daily, there is no consistent evidence that they are better than food in promoting health and preventing disease.[2] |
Food Additives
People have been using food additives for thousands of years. Today more than 3000 substances are used as food additives. Salt, sugar, and corn syrup are by far the most widely used additives in food in this country. How this might affect the quality (including nutritional value) of food will depend on the additive.
“Food additive” is defined by the Food and Drug Administration (FDA) as any substance that—directly or indirectly—becomes a component or otherwise affects the characteristics of any food. This definition includes any substance used in the production, processing, treatment, packaging, transportation or storage of food.
Additives are used to maintain or improve safety, freshness, nutritional value, taste, texture and appearance. The use of food additives has become more prominent in recent years due to the increased production of prepared, processed, and convenience foods.
According to the FDA, “Direct food additives are those that are added to a food for a specific purpose in that food.” For example, using phosphates in meat and poultry products to retain moisture and protect the flavor.
“Indirect food additives are those that become part of the food in trace amounts due to its packaging, storage or other handling,” according to the FDA. For instance, minute amounts of packaging substances may find their way into foods during storage. Food packaging manufacturers must prove to the FDA that all materials coming in contact with food are safe before they are permitted for use in such a manner.
FDA defines a color additive as any dye, pigment, or substance which—when added or applied to a food, drug, or cosmetic, or to the human body—is capable (alone or through reactions with other substances) of imparting color. FDA is responsible for regulating all color additives to ensure that foods containing color additives are safe to eat, contain only approved ingredients, and are accurately labeled.
Color additives are used in foods for many reasons: 1) to offset color loss due to exposure to light, air, temperature extremes, moisture, and storage conditions; 2) to correct natural variations in color; 3) to enhance colors that occur naturally; and 4) to provide color to colorless and “fun” foods. Without color additives, colas wouldn’t be brown, margarine wouldn’t be yellow, and mint ice cream wouldn’t be green. Color additives are now recognized as an important part of practically all processed foods we eat.
Today, food and color additives are more strictly studied, regulated, and monitored than at any other time in history. FDA has the primary legal responsibility for determining their safe use. To market a new food or color additive (or before using an additive already approved for one use in another manner not yet approved), a manufacturer or other sponsor must first petition FDA for its approval. These petitions must provide evidence that the substance is safe for the ways in which it will be used.
Before any substance can be added to food, its safety must be assessed in a stringent approval process. The Food Safety and Inspection Service (FSIS) of the U.S. Department of Agriculture (USDA) shares responsibility with FDA for the safety of food additives used in meat, poultry, and egg products. All additives are initially evaluated for safety by FDA.
When an additive is proposed for use in a meat, poultry, or egg product, its safety, technical function, and conditions of use must also be evaluated by the Risk, Innovations and Management Staff of FSIS, as provided in the Federal Meat Inspection Act, the Poultry Products Inspection Act, the Egg Products Inspection Act, and related regulations.
Although FDA has overriding authority regarding additive safety, FSIS may apply even stricter standards that take into account the unique characteristics of meat, poultry, and egg products. Several years ago, for instance, permission was sought to use sorbic acid in meat salads. Although sorbic acid was an approved food additive, permission for use in meat salad was denied because such usage could mask spoilage caused by organisms that cause foodborne illness.
Additives are never given permanent approval. FDA and FSIS continually review the safety of approved additives, based on the best scientific knowledge, to determine if approvals should be modified or withdrawn.
The statutes and regulations to enforce the statutes require certain information on labels of meat and poultry products so consumers will have complete information about a product. In all cases, ingredients must be listed on the product label in the ingredients statement in order by weight, from the greatest amount to the least.
Substances such as spices and spice extractives may be declared as “natural flavors,” “flavors,” or “natural flavoring” on meat and poultry labels without naming each one. This is because they are used primarily for their flavor contribution and not their nutritional contribution.
Substances such as dried meat, poultry stock, meat extracts, or hydrolyzed protein must be listed on the label by their common or usual name because their primary purpose is not flavor. They may be used as flavor enhancers, binders, or emulsifiers. They must be labeled using the species of origin of the additive, for example, dried beef, chicken stock, pork extract, or hydrolyzed wheat protein.
Color additives must be declared by their common or usual names on labels (for example, FD&C Yellow 5 or annatto extract), not collectively as colorings. These labeling requirements help consumers make choices about the foods they eat.[3]
Artificial Sweeteners
Artificial sweeteners, also called sugar substitutes, are substances that are used instead of sucrose (table sugar) to sweeten foods and beverages. Because artificial sweeteners are many times sweeter than table sugar, much smaller amounts (200 to 20,000 times less) are needed to create the same level of sweetness.
Artificial sweeteners are regulated by the U.S. Food and Drug Administration (FDA). Approved artificial sweeteners include:
- Aspartame, distributed under several trade names (e.g., NutraSweet® and Equal®),
- Sucralose, marketed under the trade name Splenda®
- Acesulfame potassium (also known as ACK, Sweet One®, and Sunett®)
- Neotame, which is similar to aspartame
- Advantame, which is also similar to aspartame
Questions about artificial sweeteners and cancer arose when early studies showed that cyclamate in combination with saccharin caused bladder cancer in laboratory animals. However, results from subsequent carcinogenicity studies (studies that examine whether a substance can cause cancer) of these sweeteners have not provided clear evidence of an association with cancer in humans. Similarly, studies of other FDA-approved sweeteners have not demonstrated clear evidence of an association with cancer in humans.[4]
The Challenge of Choosing Foods
There are other factors besides environment and lifestyle that influence the foods you choose to eat. Different foods affect energy level, mood, how much is eaten, how long before you eat again, and if cravings are satisfied. We have talked about some of the physical effects of food on your body, but there are other effects too.
Food regulates your appetite and how you feel. Multiple studies have demonstrated that some high fiber foods and high-protein foods decrease appetite by slowing the digestive process and prolonging the feeling of being full or satiety. The effects of individual foods and nutrients on mood are not backed by consistent scientific evidence, but in general, most studies support that healthier diets are associated with a decrease in depression and improved well-being. To date, science has not been able to track the exact path in the brain that occurs in response to eating a particular food, but it is quite clear that foods, in general, stimulate emotional responses in people.
Food also has psychological, cultural, and religious significance, so your personal choices of food affect your mind, as well as your body. The social implications of food have a great deal to do with what people eat, as well as how and when. Special events in individual lives—from birthdays to funerals—are commemorated with equally special foods. Being aware of these forces can help people make healthier food choices—and still honor the traditions and ties they hold dear.
Typically, eating kosher food means a person is Jewish; eating fish on Fridays during Lent means a person is Catholic; fasting during the ninth month of the Islamic calendar means a person is Muslim. On New Year’s Day, Japanese take part in an annual tradition of Mochitsuki also known as Mochi pounding in hopes of gaining good fortune over the coming year. Several hundred miles away in Hawai‘i, people eat poi made from pounded taro root with great significance in the Hawaiian culture, as it represents Hāloa, the ancestor of chiefs and kanaka maoli (Native Hawaiians). National food traditions are carried to other countries when people immigrate.
Factors that Drive Food Choices
Along with these influences, a number of other factors affect the dietary choices individuals make, including:
- Taste, texture, and appearance. Individuals have a wide range of tastes which influence their food choices, leading some to dislike milk and others to hate raw vegetables. Some foods that are very healthy, such as tofu, may be unappealing at first to many people. However, creative cooks can adapt healthy foods to meet most people’s taste.
- Economics. Access to fresh fruits and vegetables may be scant, particularly for those who live in economically disadvantaged or remote areas, where cheaper food options are limited to convenience stores and fast food.
- Early food experiences. People who were not exposed to different foods as children, or who were forced to swallow every last bite of overcooked vegetables, may make limited food choices as adults.
- Habits. It’s common to establish eating routines, which can work both for and against optimal health. Habitually grabbing a fast food sandwich for breakfast can seem convenient, but might not offer substantial nutrition. Yet getting in the habit of drinking an ample amount of water each day can yield multiple benefits.
- Culture. The culture in which one grows up affects how one sees food in daily life and on special occasions.
- Geography. Where a person lives influences food choices. For instance, people who live in Midwestern US states have less access to seafood than those living along the coasts.
- Advertising. The media greatly influences food choice by persuading consumers to eat certain foods.
- Social factors. Any school lunchroom observer can testify to the impact of peer pressure on eating habits, and this influence lasts through adulthood. People make food choices based on how they see others and want others to see them. For example, individuals who are surrounded by others who consume fast food are more likely to do the same.
- Health concerns. Some people have significant food allergies, to peanuts for example, and need to avoid those foods. Others may have developed health issues which require them to follow a low salt diet. In addition, people who have never worried about their weight have a very different approach to eating than those who have long struggled with excess weight.
- Emotions. There is a wide range in how emotional issues affect eating habits. When faced with a great deal of stress, some people tend to overeat, while others find it hard to eat at all.
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VEGETARIAN DIET
People choose a vegetarian diet for various reasons, including religious doctrines, health concerns, ecological and animal welfare concerns, or simply because they dislike the taste of meat. There are different types of vegetarians, but a common theme is that vegetarians do not eat meat. Four common forms of vegetarianism are:
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Achieving a Healthy Diet
Achieving a healthy diet is a matter of balancing the quality and quantity of food that is eaten. There are five key factors that make up a healthful diet:
- A diet must be adequate, by providing sufficient amounts of each essential nutrient, as well as fiber and adequate calories.
- A balanced diet results when you do not consume one nutrient at the expense of another, but rather get appropriate amounts of all nutrients.
- Calorie control is necessary so that the amount of energy you get from the nutrients you consume equals the amount of energy you expend during your day’s activities.
- Moderation means not eating to the extremes, neither too much nor too little.
- Variety refers to consuming different foods from within each of the food groups on a regular basis.
A healthy diet is one that favors whole foods. As an alternative to modern processed foods, a healthy diet focuses on “real” fresh whole foods that have been sustaining people for generations. Whole foods supply the needed vitamins, minerals, protein, carbohydrates, fats, and fiber that are essential to good health. Commercially prepared and fast foods are often lacking nutrients and often contain inordinate amounts of sugar, salt, saturated and trans fats, all of which are associated with the development of diseases such as atherosclerosis, heart disease, stroke, cancer, obesity, diabetes, and other illnesses. A balanced diet is a mix of food from the different food groups (vegetables, legumes, fruits, grains, protein foods, and dairy).
Adequacy
An adequate diet is one that favors nutrient-dense foods. Nutrient-dense foods are defined as foods that contain many essential nutrients per calorie. Nutrient-dense foods are the opposite of “empty-calorie” foods, such as sugary carbonated beverages, which are also called “nutrient-poor.” Nutrient-dense foods include fruits and vegetables, lean meats, poultry, fish, low-fat dairy products, and whole grains. Choosing more nutrient-dense foods will facilitate weight loss, while simultaneously providing all necessary nutrients.
Balance
Balance the foods in your diet. Achieving balance in your diet entails not consuming one nutrient at the expense of another. For example, calcium is essential for healthy teeth and bones, but too much calcium will interfere with iron absorption. Most foods that are good sources of iron are poor sources of calcium, so in order to get the necessary amounts of calcium and iron from your diet, a proper balance between food choices is critical. Another example is that while sodium is an essential nutrient, excessive intake may contribute to congestive heart failure and chronic kidney disease in some people. Remember, everything must be consumed in the proper amounts.
Moderation
Eat in moderation. Moderation is crucial for optimal health and survival. Eating nutrient-poor foods each night for dinner will lead to health complications. But as part of an otherwise healthful diet and consumed only on a weekly basis, this should not significantly impact overall health. It’s important to remember that eating is, in part, about enjoyment and indulging with a spirit of moderation. This fits within a healthy diet.
Monitor food portions. For optimum weight maintenance, it is important to ensure that energy consumed from foods meets the energy expenditures required for body functions and activity. If not, the excess energy contributes to gradual, steady accumulation of stored body fat and weight gain. In order to lose body fat, you need to ensure that more calories are burned than consumed. Likewise, in order to gain weight, calories must be eaten in excess of what is expended daily.
Variety
Variety involves eating different foods from all the food groups. Eating a varied diet helps to ensure that you consume and absorb adequate amounts of all essential nutrients required for health. One of the major drawbacks of a monotonous diet is the risk of consuming too much of some nutrients and not enough of others. Trying new foods can also be a source of pleasure—you never know what foods you might like until you try them.
Developing a healthful diet can be rewarding, but be mindful that all of the principles presented must be followed to derive maximal health benefits. For instance, introducing variety in your diet can still result in the consumption of too many high-calorie, nutrient poor foods and inadequate nutrient intake if you do not also employ moderation and calorie control. Using all of these principles together will promote lasting health benefits.[6]
Nutrition in Early Care and Education Programs
There are many different programs that can support early care and education programs in providing nutritious meals and snacks for children. Let’s explore a few of these.
Child and Adult Care Food Program (CACFP)
The Child and Adult Care Food Program (CACFP) is a federal program that provides reimbursements for nutritious meals and snacks to eligible children and adults who are enrolled for care at participating child care centers, day care homes, and adult day care centers. Eligible public or private nonprofit child care centers, outside-school-hours care centers, Head Start programs, and other institutions which are licensed or approved to provide day care services may participate in CACFP, independently or as sponsored centers.[7] Over 2 billion meals are served in the CACFP.[8]
Even if a program chooses not to participate in (or is ineligible for) the CACFP, they are required by licensing to its meal plan requirements.[9] The CACFP nutrition standards for meals and snacks served in the CACFP are based on the Dietary Guidelines for Americans, science-based recommendations made by the National Academy of Medicine, cost and practical considerations, and stakeholder’s input. Under these standards, meals and snacks served include a greater variety of vegetables and fruit, more whole grains, and less added sugar and saturated fat.[10]
Table 12.1 – Infant Meal Patterns[11]
|
Infants |
Birth through 5 months |
6 through 11 months |
| Breakfast, Lunch, or Supper | 4-6 fluid ounces breast milk or formula |
6-8 fluid ounces breast milk or formula; and 0-½ ounce equivalent infant cereal; or meat, 0-2 ounces of cheese; or 0-2 tablespoons vegetable or fruit, or |
| Snack | 4-6 fluid ounces breast milk or formula | 2-4 fluid ounces breast milk or formula; and
0-½ ounce equivalent bread; or 0-2 tablespoons vegetable or fruit, or a combination of both. |
Solid foods are required when infant is ready. All serving sizes are minimum quantities of the food components that are required to be served
Table 12.2 – Meal Patterns for Children
Breakfast[12]
| Meal Components and Food items |
Ages 1-2 |
Ages 3-5 |
Ages 6-12 |
| Fluid Milk |
4 fluid ounces |
6 fluid ounces |
8 fluid ounces |
| Vegetables, fruits, or portions of both |
¼ cup |
½ cup |
½ cup |
| Grains |
½ ounce |
½ ounce |
1 ounce |
Lunch or Supper[13]
| Meal Components and Food Items |
Ages 1-2 |
Ages 3-5 |
Ages 6-12 |
| Fluid Milk |
4 fluid ounces |
6 fluid ounces |
8 fluid ounces |
| Meats/meat alternates |
1 ounce equivalent |
1½ ounce equivalents |
2-ounce equivalent |
| Vegetables |
⅛ cup |
¼ cup |
½ cup |
| Fruits |
⅛ cup |
¼ cup |
¼ cup |
| Grains |
½ ounce equivalent |
½ ounce equivalent |
1 ounce equivalent |
Snack (choose 2 of the options)[14]
| Meal Components and Food Items |
Ages 1-2 |
Ages 3-5 |
Ages 6-12 |
| Fluid Milk |
4 fluid ounces |
4 fluid ounces |
8 fluid ounces |
| Meats/meat alternates |
½ ounce equivalent |
½ ounce equivalent |
1 ounce equivalent |
| Vegetables |
½ cup |
½ cup |
3⁄4 cup |
| Fruits |
½ cup |
½ cup |
3⁄4 cup |
| Grains |
½ ounce equivalent |
½ ounce equivalent |
1 ounce equivalent |
Table 12.3 – CACFP Optional Best Practices[15]
| Category | Optional Best Practices |
| Infants |
|
| Vegetables and Fruit |
|
| Grains |
|
| Meat and Meat Alternatives |
|
| Milk |
|
| Miscellaneous |
|
Healthy Beverages in Early Learning Programs
The four key messages in the WAC<PHONE_NUMBER> are:
- Food and beverage substitutions to a scheduled menu must be of equal nutritional value.
- An early learning provider must only serve water, unflavored milk or one hundred percent fruit or vegetable juice.
- An early learning provider must limit the consumption of one hundred percent fruit juice to no more than four to six ounces per day for children between one and six years old, and eight to twelve ounces per day for children seven through twelve years old.
- Clean and safe drinking water must be readily available at all times; indoors and outdoors and with meals and snacks.
Dietary Guidelines for Americans
The Dietary Guidelines for Americans provides evidence-based nutrition information and advice for people ages two and older to help Americans make healthy choices about food and beverages in their daily lives. The Guidelines also serve as the basis for federal food and nutrition education programs, like the MyPlate campaign.
The Dietary Guidelines for Americans, produced by HHS and the U.S. Department of Agriculture every five years, analyze the latest research to help Americans make smart choices about food and physical activity so they can live healthier lives.
The 2015-2020 Dietary Guidelines for Americans focuses on making small shifts in your daily eating habits to improve your health over the long run. They also emphasize the importance of “eating patterns,” which refer to the combination of ALL foods and beverages a person consumes regularly over time, rather than focusing on individual nutrients or foods in isolation. Healthy eating patterns, along with regular physical activity, have been shown in a large body of current science to help people reach and maintain good health while reducing risks of chronic disease throughout their lives. Additionally, healthy eating patterns can be adapted to an individual’s budget, taste preferences, traditions, and culture.
The core recommendations for these healthy eating patterns are unchanged from previous editions of the Guidelines and continue to encourage Americans to consume more healthy foods like vegetables, fruits, whole grains, fat-free and low-fat dairy products, lean meats, seafood, other protein foods, and oils. They also recommend limiting sodium, saturated and trans fats, and added sugars.
There are five overarching guidelines in this eighth edition:
- Follow a healthy eating pattern across the lifespan. Eating patterns are the combination of foods and drinks that a person eats over time.
- A variety of vegetables: dark green, red and orange, legumes (beans and peas), starchy and other vegetables.
- Fruits, especially whole fruit.
- Grains, at least half of which are whole grain.
- Fat-free or low-fat dairy, including milk, yogurt, cheese, and/or fortified soy beverages.
- A variety of protein foods, including seafood, lean meats and poultry, eggs, legumes (beans and peas), soy products, and nuts and seeds.
- Oils, including those from plants: canola, corn, olive, peanut, safflower, soybean, and sunflower. Oils also are naturally present in nuts, seeds, seafood, olives, and avocados.
- Focus on variety, nutrient-dense foods, and amount.
- Limit calories from added sugars and saturated fats and reduce sodium intake.
- Children younger than 14 should consume less than 2.300 mg of sodium per day.
- Less than 10% of daily calories should come from saturated fats.
- Less than 10% of daily calories should come from added sugars
- Shift to healthier food and beverage choices.
- Support healthy eating patterns for all.[16]
Physical Guidelines for Americans
The second edition of the Physical Activity Guidelines for Americans issued by the Department of Health and Human Services provides science-based guidance to help people ages 3 years and older improve their health through participation in regular physical activity. Key guidelines include:
Preschool-Aged Children
Preschool-aged children (ages 3 through 5 years) should be physically active throughout the day to enhance growth and development. Adult caregivers of preschool-aged children should encourage active play that includes a variety of activity types.
Children and Adolescents
It is important to provide young people opportunities and encouragement to participate in physical activities that are appropriate for their age, that are enjoyable, and that offer variety. Children and adolescents ages 6 through 17 years should do 60 minutes (1 hour) or more of moderate-to-vigorous physical activity daily that includes activity that is aerobic, muscle-strengthening, and bone-strengthening.[17]
Physical activity will be addressed further in Chapter 13.
MyPlate
MyPlate is the United States Department of Agriculture’s food guidance program to help Americans eat healthy and is based on the Dietary Guidelines for America. It replaces MyPyramid (which had replaced the classic Food Guide Pyramid).
The visual for MyPlate is a familiar mealtime symbol, the plate. It gives easy visual reference to remind people to create balanced meals. The main messages of MyPlate include:
- Make half the plate fruits and vegetables
- Focus on whole fruits.
- Vary your veggies.
- Make half the grains whole grains.
- Move to low-fat or fat-free milk or yogurt.
- Vary the sources of protein.536
Dietary Reference Intakes (DRI)
Issued by the Food and Nutrition Board of the Institute of Medicine, National Academy of Sciences, the DRI is the general term for a set of reference values used to plan and assess nutrient intakes of healthy people. These values, which vary by age and sex, include:
- Recommended Dietary Allowance (RDA): average daily level of intake sufficient to meet the nutrient requirements of nearly all (97%-98%) healthy people.
- Adequate Intake (AI): established when evidence is insufficient to develop an RDA and is set at a level assumed to ensure nutritional adequacy.
- Tolerable Upper Intake Level (UL): maximum daily intake unlikely to cause adverse health effects.[18]
That information is used to create nutrition fact labels.
Nutrition Facts Labels
The information in the main or top section (see #1-4) of the sample nutrition label (below) can vary with each food and beverage product; it contains product-specific information (serving size, calories, and nutrient information). The bottom section contains a footnote that explains the % Daily Value and gives the number of calories used for general nutrition advice.
In the following Nutrition Facts label certain sections have been colored to help focus on those areas that will be explained in detail. Note that these colored sections are not on the actual food labels of products you purchase.
1. Serving Information
When looking at the Nutrition Facts label, first take a look at the number of servings in the package (servings per container) and the serving size. Serving sizes are standardized to make it easier to compare similar foods; they are provided in familiar units, such as cups or pieces, followed by the metric amount, e.g., the number of grams (g). The serving size reflects the amount that people typically eat or drink. It is not a recommendation of how much you should eat or drink.
It’s important to realize that all the nutrient amounts shown on the label, including the number of calories, refer to the size of the serving. Pay attention to the serving size, especially how many servings there are in the food package. For example, you might ask yourself if you are consuming ½ serving, 1 serving, or more.
2. Calories
Calories provide a measure of how much energy you get from a serving of this food.
In the example, there are 280 calories in one serving of lasagna. What if you ate the entire package? Then, you would consume 4 servings, or 1,120 calories.
3. Nutrients
Look at section 3 in the sample label (shown in Figure 12.9). It shows you some key nutrients that impact your health. Two key facts about the nutrients:
- Nutrients to get less of: Saturated Fat, Sodium, and Added Sugars.
- Nutrients to get more of: Dietary Fiber, Vitamin D, Calcium, Iron, and Potassium.
4. The Percent Daily Value (%DV)
The % Daily Value (%DV) is the percentage of the Daily Value for each nutrient in a serving of the food. The Daily Values are reference amounts (expressed in grams, milligrams, or micrograms) of nutrients to consume or not to exceed each day.
The %DV shows how much a nutrient in a serving of a food contributes to a total daily diet for adults. The %DV helps you determine if a serving of food is high or low in a nutrient.[19]
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REFLECTIVE PRACTICE Find a food that is marketed to young children (that has a food label). Looking at the label, how do you think it rates a healthy choice? Why? |
Child Nutrition Programs for Schools
The federal government provides federal assistance to schools to provide nutritious meals to children. With the exception of the Special Milk Program, early care and education programs will not qualify for these programs. But they are included in this chapter as they are important sources of nutrition for many children in the U.S., for reference for those that may work within the school system, and they may provide resources that early care and education programs may find useful when planning healthy meals and snacks and purchasing foods.
National School Lunch Program
The National School Lunch Program (NSLP) is a federally assisted meal program operating in public and nonprofit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or no-cost lunches to children each school day. The program was established under the Richard B. Russell National School Lunch Act, signed into law by President Harry Truman in 1946. 30.4 million children participated in the program in 2016.[20]
School Breakfast Program
The School Breakfast Program (SBP) is a federally assisted meal program operating in public and non-profit private schools and residential child care institutions. The SBP started in 1966 as a pilot project, and was made a permanent entitlement program by Congress in 1975. Participation in the SBP has slowly but steadily grown over the years and in 2016, 14.57 million children participated in the program.[21]
Special Milk Program
The Special Milk Program provides milk to children in schools, child care program and eligible camps that do not participate in other federal child nutrition meal service programs. The program reimburses schools and institutions for the milk they serve. In 2011, 3,848 schools and residential child care institutions participated, along with 782 summer camps and 527 non‐residential child care institutions. Schools in the National School Lunch or School Breakfast Programs may also participate in the Special Milk Program to provide milk to children in half‐day pre‐kindergarten and kindergarten programs where children do not have access to the school meal programs.[22]
Summer Food Service Program
The Summer Food Service Program (SFSP) provides free meals and snacks when school is not in session. The seasonal nature of SFSP, and the diversity of sponsors and site operators, make it unique. State agencies, sponsors, and community organizations need flexibility to operate the SFSP in a manner that is responsive to local conditions and allows operators to focus on ensuring children in need can access food when school is not in session. In the summer of 2018 over 145 million meals were served to over 2.6 million children.[23]
Assessing Quality of Meal and Snack Times
Just like with safety and health (and many other things), early care and education programs should assess how well they are meeting children’s nutritional needs with the meals and snacks they are providing for children. You will notice that providing a positive eating environment takes more than just giving children healthy food. Chapter 14 will look more at this by age.
Summary
Providing nutritious meals and snacks to children in early care and education programs requires a basic understanding of nutrition. Program staff should also have an understanding of what a complete and healthy diet includes and how to address factors that influence food choices, to ensure that they provide healthy food and beverages that children will enjoy eating. Being aware of the programs available to support doing so is also valuable. Children that have high-quality meal and snack times will have the fuel their bodies need to sustain optimal growth and development.
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RESOURCES FOR FURTHER EXPLORATION
|
- Human Nutrition by University of Hawai‘i at Mānoa Food Science and Human Nutrition Program is licensed under CC BY 4.0 ↵
- Human Nutrition by University of Hawai‘i at Mānoa Food Science and Human Nutrition Program is licensed under CC BY 4.0 ↵
- Additives in Meat and Poultry Products by the USDA Food Safety and Inspection Service is in the public domain ↵
- Artificial Sweeteners and Cancer by the National Cancer Institute is in the public domain ↵
- Human Nutrition by University of Hawai‘i at Mānoa Food Science and Human Nutrition Program is licensed under CC BY 4.0 ↵
- Human Nutrition by University of Hawai‘i at Mānoa Food Science and Human Nutrition Program is licensed under CC BY 4.0 ↵
- Child and Adult Care Food Program by the USDA Food and Nutrition Service is in the public domain ↵
- Child and Adult Care Food Program (PDF) by the USDA Food and Nutrition Service is in the public domain ↵
- WAC<PHONE_NUMBER> Menus, Milk, and Food retrieved from Chapter 110-300 WAC is in the public domain ↵
- Nutrition Standards for CACFP Meals and Snacks by the USDA Food and Nutrition Service is in the public domain ↵
- CACFP Infant Meal Pattern | Food and Nutrition Service (usda.gov) by the USDA Food and Nutrition Service is in the public domain ↵
- CACFP Breakfast Meal Pattern | Food and Nutrition Service (usda.gov) by the USDA Food and Nutrition Service is in the public domain ↵
- CACFP Lunch and Supper Meal Pattern | Food and Nutrition Service (usda.gov) by the USDA Food and Nutrition Service is in the public domain ↵
- CACFP Snack Meal Pattern | Food and Nutrition Service (usda.gov) by the USDA Food and Nutrition Service is in the public domain ↵
- Optional Best Practices to Further Improve Nutrition in the CACFP | Food and Nutrition Service (usda.gov) by the USDA Food and Nutrition Service is in the public domain ↵
- Dietary Guidelines for Americans by the President's Council on Sports, Fitness & Nutrition is in the public domain ↵
- Physical Activity Guidelines for Americans by the President's Council on Sports, Fitness & Nutrition is in the public domain ↵
- Nutrient Recommendations: Dietary Reference Intakes (DRI) by the National Institutes of Health Office of Dietary Supplements is in the public domain ↵
- How to Understand and Use the Nutrition Facts Label by the U.S. Food & Drug Administration is in the public domain ↵
- National School Lunch Program (NSLP) Fact Sheet by the USDA Food and Nutrition Service is in the public domain ↵
- SBP Fact Sheet by the USDA Food and Nutrition Service is in the public domain ↵
- Special Milk Program (SMP) Fact Sheet by the USDA Food and Nutrition Service is in the public domain ↵
- Regulatory Reform at a Glance—Proposed Rule: Summer Meals Program Streamlining & Integrity by the U.S. Department of Agriculture is in the public domain ↵


Before the Interview
For those of you who are bravely saying to yourself, “I’m just going to wing it!” our advice to you would be to do the opposite. Though it may be exhilarating to take this approach, it will not be the approach that gives you the upper hand in getting the job. Preparation is essential in being successful in the interview process. Your research will show the interview committee your initiative, interest, motivation, and resourcefulness. Before your interview, take a look at the following five suggestions to properly prepare.
Confirm all the details:
- Verify the details of your interview, ensuring that you have recorded the correct date and time.
- Map out the location and address of the interview in advance to ensure that you will arrive on time.
- Record the names (with correct punctuation) and the titles of the people you will be meeting with and research them beforehand, when possible.
- Ask about the amount of time being allocated for the interview.
- Inquire about whether there will be employment tests and the duration of these tests.
Review the job description and understand the job requirements:
- Understand the job requirements and be able to demonstrate how your skills and experiences match these requirements.
- Review the Accomplishment Statements on your resume and prepare additional examples of your achievements from previous work, volunteer, or academic studies that relate to the job requirements.
Research the position and the company:
- Use the company’s website to learn about and understand their mandate, mission, vision, values, products, services, and market and be able to relate this to why you want to work with them.
- Use news sources and social media (Twitter, Facebook, and LinkedIn) to research the recent organizational activity, view discussions, and updates from the company.
- Familiarize yourself with the facts: How long have they been in operation? Who are their clientele? What are their products? Are they a local or international organization?
- See if you know anyone who works at the company, or ask people in your network if they know about the organization.
Review sample questions, prepare answers, and rehearse:
- Plan and practise your answers as well as your delivery in advance and it will increase your confidence, allow you to articulate more clearly, and will make you overall more comfortable during the interview process.
Build your confidence and reduce your anxiety:
- Before your interview, practise visualizing yourself performing well, imagine that the
interviewers are impressed by your professionalism and your ability to answer the questions with a sense of ease and competency. - Sit up straight, put your feet flat on the floor, breathe deeply, and exhale through your mouth to slow your heart rate down, this will allow you to focus more clearly on your answers while reducing your nervousness.
- Use positive self-talk, believe in your own awesomeness by repeating to yourself things like, “I’m prepared,” “I’m the best candidate for this job,” and “I can do this.”
Don’t come empty-handed! Here is what you need to bring:
- Interview details including the address, phone number, and interviewer names.
- The original job posting to review while you’re waiting.
- Additional copies of your resume and cover letter.
- A pen and paper for taking notes.
- Your portfolio and samples of your work, when applicable.
- A list of prepared questions to ask at the end of your interview.
- Your references, neatly typed on a single sheet of paper.
CHAPTER ATTRIBUTION
Before the Interview – Be the Boss of Your Career: A Complete Guide for Students & Grads (pressbooks.pub) by Lindsay Bortot and Employment Support Centre, Algonquin College.


December 2022
Workshops
December
12/2/22
Academy Fall 2022 – Achieving your Teaching Goals through Action Research – (Session 3 of 3)
Academy Fall 2022 – Collaborative and Active Learning Techniques for Equity and Diversity – (Session 3 of 3)
Academy Fall 2022 – Datafication: Incorporating Data Science in Every MC Classroom – (Sessions 3 of 3)
Academy Fall 2022 – Realistic Rubrics to Facilitate the Evaluation – (Sessions 3 of 3)
Finding Reverence in the Workplace and Escaping the Daily Grind
Fall ELITE Virtual Faculty Showcase: Voices from the Covid-Inspired Fellowship Research
12/5/22
Introduction to the Pecha Kucha Method: Create Brief Presentations with Pop and Style.
12/6/22
Hypothesis: Creating Assignments That Require Social Annotation in Blackboard
How to Use Blackboard to Support Face-to-Face Instruction
12/8/22
Providing Timely and Effective Feedback
12/9/22
Teaching and Learning: Instructional Design
12/14/22
Activate Your Creative Superpowers
12/2/22
2-4 pm
Academy Fall 2022 – Achieving your Teaching Goals through Action Research – (Session 3 of 3)
Instructors: Levena De La Rosa and Bonita Parker
Action research is “a disciplined process of inquiry conducted by and for those taking the action” (The Institute for the Study of Inquiry in Education). In this workshop series, participants will identify a pedagogical goal and implement an action research plan (ARP) to enhance student success. As part of ARP creation, participants will explore the benefits and challenges of using data analysis in action research as a consistent part of their instruction. Participants will apply relevant, current data to their work and will develop procedures for enhancing their own data collection for ongoing action research.
Online via Zoom
Fridays from 2:00 – 4:00 pm
- September 30, 2022
- October 28, 2022
- December 2, 2022
PARTICIPANTS MUST COMPLETE ALL THREE SESSIONS TO RECEIVE CREDIT FOR THE WORKSHOP SERIES
Outcomes:
- Define an action research plan (ARP) and articulate the purpose of action research in their courses
- Explore the types of data that could support action research relevant to their courses
- Articulate their own ARP, and design an appropriate strategy for implementing their own ARPs
- Effectively communicate the results of their research
- Use data to refine an ARP to continue the assessment cycle
Register in Workday
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12/2/22
2-4 pm
Academy Fall 2022 – Collaborative and Active Learning Techniques for Equity and Diversity – (Session 3 of 3)
Instructors: Sara Kalifa & Carolien Annink
Increasingly, studies show that lecturing as the only instructional technique is not the most effective teaching method in higher education and that students’ learning experience is much more meaningful and lasting when exposed to collaborative and active learning techniques. This is valid for all college students, and especially for students from underrepresented communities. This 3-workshop series is designed for faculty in all disciplines who are interested in learning about other ways to teach in addition to lecturing. Participants will experience, examine, and design a multitude of collaborative and active learning techniques for immediate use in their current classes.
Online via Zoom
Fridays from 2:00 – 4:00 pm
- September 30, 2022
- October 28, 2022
- December 2, 2022
PARTICIPANTS MUST COMPLETE ALL THREE SESSIONS TO RECEIVE CREDIT FOR THE WORKSHOP SERIES.
Outcomes:
• List several reasons why teaching with CoAlts results in higher levels of learning and longer knowledge retention.
• Describe 8-10 techniques discussed in the three-workshop series.
• Design, develop and implement 3-5 classroom activities using the discussed collaborative and active learning techniques.
Register in Workday
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12/2/22
2-4 pm
Academy Fall 2022 – Datafication: Incorporating Data Science in Every MC Classroom – (Sessions 3 of 3)
Facilitator: Rachel Saidi
Contact: Carolien Annink
As societies move to datafication, data literacy is important for all. This workshop series will introduce participants to concepts in data science. We will use tools such as R and R Studio and Tableau Public to learn how to load, explore, and analyze various datasets. The goal is to explore how data science techniques might be incorporated in classrooms across all disciplines at Montgomery College. No prior skills are required.
IN PERSON – SC 350
Fridays from 2:00 – 4:00 pm
- September 30, 2022
- October 28, 2022
- December 2, 2022
PARTICIPANTS MUST COMPLETE ALL THREE SESSIONS TO RECEIVE CREDIT FOR THE WORKSHOP SERIES.
Outcomes:
- Identify uses of data science real-world applications for the MC classroom
- Identify and define forms of data visualizations
- Publish and share data exploration code and visualizations
- Incorporate accessibility elements into visualizations
- Create and publish a data project that enhances teaching
Register in Workday
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12/2/22
2-4 pm
Academy Fall 2022 – Realistic Rubrics to Facilitate the Evaluation – (Sessions 3 of 3)
Facilitator: Joan Naake
Rubrics facilitate evaluation, enhance fairness in grading, and can be applied to a variety of disciplines and assignments. During this 3-session workshop, participants will learn about a variety of rubric styles and develop course and assignment-specific rubrics that will help instructors to evaluate a wide variety of assessments and assignments more effectively.
Online via Zoom
Fridays from 2:00 – 4:00 pm
- September 30, 2022
- October 28, 2022
- December 2, 2022
PARTICIPANTS MUST COMPLETE ALL THREE SESSIONS TO RECEIVE CREDIT FOR THE WORKSHOP SERIES.
Outcomes:
- Describe how rubrics facilitate evaluation and enhance equality in grading
- Evaluate the effectiveness of rubrics
- Develop and implement a rubric for an assignment in their discipline
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12/2/22
10:00-11:00 a.m.
Finding Reverence in the Workplace and Escaping the Daily Grind
Instructor: Phil Bonner
Finding reverence at work sounds like an impossible task, but is it? Can we find such a profound emotion in the daily grind? We spend a huge part of our lives in the workplace and making those hours as meaningful as possible serves to enrich our lives and make us more productive employees. Through discussing ways of seeing the workplace through new eyes and participating in exercises on “reverential collaboration,” and attendees will be able to turn the daily grind into a daily exultation. This workshop qualifies for Multiculturalism/Diversity credit.
Outcomes:
- define what it is they revere in life and at work.
- collaborate more effectively and happily with coworkers.
- create daily rituals of reverence for work and home.
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12/02/22
10-11:15 a.m.
Fall 2022 ELITE Virtual Faculty Showcase: Voices from the Covid-Inspired Fellowship Research
Instructor: Angela Lanier
The ELITE Faculty Showcase is an annual event that highlights faculty members’ work around a specific theme. Each showcase features faculty from different disciplines sharing their research, innovative strategies, classroom experiences, and lessons learned. This year’s showcase will feature highlights from the COVID-Inspired Fellowship research.
- Prof. Serena Gould: “Working Through: Using Personal Narrative and Self-Reflection for Teachers and Students to Re-evaluate Traumatic Affect and Identity in the Post Covid World ”
- Dr. Rashi Jain: “Exploring Transnational Identities in an EAP Classroom: Countering Deficit Narratives Around Immigrant Identities in the Midst of a Pandemic”
- Dr. Geetha Kada: “A Descriptive Study to Assess the Effects of the COVID-19 Pandemic on Nursing Students’ Learning Outcomes And Their Quality Of Life”
- Dr. Brandon Wallace: “The Sixth Sense of Six Stories: Using Endarkened Empathy to Connect with African American Males through Narrative Inquiry”
Outcomes:
• Identify ideas from faculty presentations to inform teaching and learning practices
• Consider participation in future research and fellowship opportunities
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12/5/22
Blackboard, Self-Paced
Introduction to the Pecha Kucha Method: Create Brief Presentations with Pop and Style.
Instructor: Michele Knight
Pecha Kucha is a method for developing brief, crisp, lively, and engaging presentations. The owners of a Japanese architectural firm developed this presentation style. The format consists of twenty PowerPoint slides, and the presenter spends twenty seconds talking about each slide. Designed properly, this creates a succinct, well-crafted presentation of 6 minutes and 40 seconds.
College professors in the US and abroad are also using this presentation to revamp how they present PowerPoints to their students. Students can also learn this technique to enliven individual and group presentations they deliver to their peers. During this workshop, participants will review a series of Pecha Kucha videos and explanatory videos that provide inspiration about using this presentation style with students. Faculty must contribute a few ideas to a Pecha Kucha idea gallery (discussion) regarding ways this method can be used with students. Faculty must also contribute a completed Pecha Kucha storyboard consisting of twenty slides and share these slides with their colleagues.
Outcomes:
- Describe the Pecha Kucha format and how it is employed in developing presentations
- Compare and contrast the Pecha Kucha format with traditional Presentation styles
- Discuss ways that Pecha Kucha can be used with students
- Review tips on developing a Pecha Kucha
- Develop part of a storyboard for a Pecha Kucha Presentation
- Post your Pecha Kucha storyboard for your peers
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12/6/22
6-7 p.m.
Hypothesis: Creating Assignments That Require Social Annotation in Blackboard
Instructor: Gloria Barron
Adding hypothesis as an external tool to readings in Blackboard supports student success by placing active discussion on course readings, enabling students and instructors to add comments and start conversations in the margins of digital texts. This workshop is an excellent opportunity to learn about the potential of social annotation as a learning tool and discuss creative ways to increase engagement in your courses.
Attend this session to get everything you need to begin your implementation of hypothesis assignments. Create engaging and interactive reading assignments in Blackboard or expand your knowledge with the new ability to access Blackboard files and create student groups.
Outcomes:
- Describe how to get started with hypothesis and feel comfortable creating a graded assignment.
- Create assignments that require students to read socially and make annotations or replies to other contributors.
- Gather some fun ideas for expanding the use of collaborative annotation to improve student success.
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12/6/22
11-12 p.m.
How to Use Blackboard to Support Face-to-Face Instruction
Instructor: Michele Knight
As we move towards more on-campus experiences, you may be wondering how you can take the Blackboard skillset you learned while we were remote to support on-campus instructional experiences. Blackboard has many tools that will help you to support your students. During this workshop, we will explore common Blackboard features that you can use to curate resources, hold robust class discussions, host office hours, provide updates to students and facilitate student collaboration. Instructors will also be invited to share their personal experiences using Backboard to support Face-to-Face instruction.
Outcomes
- Describe the benefits of using Blackboard to support Face-to-Face Instruction.
- Explore common Blackboard features used to support Face-to-Face Instruction.
- Share best practice tips for using Blackboard to support Face-to-Face Instruction.
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12/8/22
2:00-3:00 p.m.
Providing Timely and Effective Feedback
Instructor: Phil Bonner
Most instructors agree that timely and meaningful feedback is essential for student success. However, how do instructors provide such feedback given their time constraints and workloads? Participants in this one-hour class will explore ways to meet this objective without a huge sacrifice of time.
Outcomes:
- identify ways to provide timely and effective feedback.
- incorporate one or more techniques for providing feedback into their next courses.
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12/9/22
10-11 am
Teaching and Learning: Instructional Design
Instructor: Carolien Annink
Five tips for Designing and Teaching Courses. Supporting learning for all students, especially for first-generation college students. In this workshop participants will hear about some practical teaching strategies that have proven to close the opportunity gap for underrepresented college students. Participants will examine these strategies for their own classrooms and make a beginning at rethinking their lesson plans.
Outcomes:
- List at least 3 tips for more inclusive college teaching
- Examine how to include these tips in their lesson plans
- Compare and contrast their teaching experiences with their colleagues
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12/14/22
11-12:30 p.m.
Activate Your Creative Superpowers
Instructor: Angela Lanier
Everyone has creative potential, but how do we bring it to the surface?  We will explore what it means to be creative and try out strategies to get creatively “unstuck.” BEFORE THE WORKSHOP, please take five minutes to complete the Creative Pursuits Survey: https://www.kellogg.northwestern.edu/faculty/uzzi/ftp/page176.html and watch this seven-minute video “Unleash Your Creative Instincts” (https://youtu.be/ZEGWorKBl_E?t=620) by Gary Goodwin (start at the 10:20 mark).
Outcomes:
- Define creativity
- Identify barriers to creativity
- Apply strategies that foster creative work
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The Underground Railroad
Isaac T. Hopper
The distinctive characteristics of this individual were so admirably portrayed in the newspapers and other periodicals published at the time of his death, that we shall make free use of them without hesitation. He was distinguished from his early life by his devotion to the relief of the oppressed colored race. He was an active member of the old Pennsylvania Abolition Society, and labored zealously with Dr. Benjamin Rush, Dr. Rogers, Dr. Wistar, and other distinguished philanthropists of the time. No man at that day, not even eminent judges and advocates, was better acquainted with the intricacies of law questions connected with slavery. His accurate legal knowledge, his natural acuteness, his ready tact in avoiding dangerous corners and slipping through unseen loop-holes, often gave him the victory in cases that seemed hopeless to other minds. In many of these cases, physical courage was needed as much as moral firmness; and he possessed these qualities in a very unusual degree.
Being for many years an inspector of the public prisons, his practical sagacity and benevolence were used with marked results. His enlarged sympathies had always embraced the criminal and the imprisoned, as well as the oppressed; and the last years of his life were especially devoted to the improvement of prisons and prisoners. In this department of benevolence he manifested the same zealous kindness and untiring diligence that had so long been exerted for the colored people, for whose welfare he labored to the end of his days.
He possessed a wonderful wisdom in furnishing relief to all who were in difficulty and embarrassment. This caused a very extensive demand upon his time and talents, which were rarely withheld when honestly sought, and seldom applied in vain.
Mrs. Kirkland prepared, under the title of “The Helping Hand,” a small volume, for the benefit of “The Home” for discharged female convicts, containing a brief description of the institution, and a detail of facts illustrating the happy results of its operation. Its closing chapter is appropriately devoted to the following well-deserved tribute to the veteran philanthropist, to whose zeal and discretion that and so many other similar institutions owe their existence, or to a large degree their prosperity.
“Not to inform the public what it knows very well already, nor to forestall the volume now preparing by Mrs. Child, a kindred spirit, but to gratify my own feelings, and to give grace and sanctity to this little book, I wish to say a few words of Mr. Hopper, the devoted friend of the prisoner as of the slave; one whose long life, and whose last thoughts, were given to the care and succor of human weakness, error, and suffering. To make even the most unpretending book for the benefit of ‘The Home,’ without bringing forward the name of Isaac T. Hopper, and recognizing the part he took in its affairs, from the earliest moment of its existence until the close of his life, would be an unpardonable omission. A few words must be said where a volume would scarcely suffice.
“‘The rich and the poor meet together, and the Lord is the Father of them all,’ might stand for the motto of Mr. Hopper’s life. That the most remote of these two classes stood on the same level of benevolent interest in his mind, his whole career made obvious; he was the last man to represent as naturally opposite those whom God has always, even to the end of the world, made mutually dependent. He told the simple truth to each with equal frankness; helped both with equal readiness. The palace owed him no more than the hovel suggested thoughts of superiority. Nothing human, however grand, or however degraded, was a stranger to him. In the light that came to him from heaven, all stood alike children of the Great Father; earthly distinction disappearing the moment the sinking soul or the suffering body was in question. No amount of depravity could extinguish his hope of reform; no recurrence of ingratitude could paralyze his efforts. Early and late, supported or unsupported, praised or ridiculed, he went forward in the great work of relief, looking neither to the right hand, nor to the left; and when the object was accomplished, he shrank back into modest obscurity, only to wait till a new necessity called for his reappearance. Who can number the poor, aching, conscious, despairing hearts that have felt new life come to them from his kind words, his benignant smile, his helping hand. If the record of his long life could be fully written, which it can never be, since every day and all day, in company, in the family circle, with children, with prisoners, with the insane, ‘virtue went out of him’ that no human observation could measure or describe, what touching interest would be added to the history of our poor and vicious population for more than half a century past; what new honor and blessing would surround the venerated name of our departed friend and leader!
“But he desired nothing of this. Without claiming for him a position above humanity, which alone would account for a willingness to be wholly unrecognized as a friend of the afflicted, it is not too much to say that no man was ever less desirous of public praise or outward honor. He was even unwilling that any care should be taken to preserve the remembrance of his features, sweet and beautiful as they were, though he was brought reluctantly to yield to the anxious wish of his children and friends that the countenance on which every eye loved to dwell, should not be wholly lost when the grave should close above it. He loved to talk of interesting cases of reform and recovery, both because those things occupied his mind, and because every one loved to hear him; but the hearer who made these disclosures the occasion for unmeaning compliment, as if he fancied a craving vanity to have prompted them, soon found himself rebuked by the straightforward and plain-spoken patriarch. Precious indeed were those seasons of outpouring, when one interesting recital suggested another, till the listener seemed to see the whole mystery of prison-life and obscure wretchedness laid open before him with the distinctness of a picture. For, strange as it may seem, our friend had under his plain garb—unchanged in form since the days of Franklin, to go no further back—a fine dramatic talent, and could not relate the humblest incident without giving it a picturesque or dramatic turn, speaking now for one character, now for another, with a variety and discrimination very remarkable. This made his company greatly sought, and as his strongly social nature readily responded, his acquaintance was very large. To every one that knew him personally, I can appeal for the truth and moderation of these views of his character and manners.
“A few biographical items will close what I venture to offer here.
“Isaac T. Hopper was born December 3, 1771, in the township of Deptford, Gloucester county, New Jersey, but spent a large portion of his life in Philadelphia, where he served his apprenticeship to the humble calling of a tailor. But neither the necessity for constant occupation nor the temptations of youthful gaiety, prevented his commencing, even then, the devotion of a portion of his time, to the care of the poor and needy. He had scarcely reached man’s estate when we find him an active member of a benevolent association, and his volume, of notes of cases, plans and efforts, date back to that early period. To that time also, we are to refer the beginning of his warm Anti-slavery sentiment, a feeling so prominent and effective throughout his life, and the source of some of his noblest efforts and sacrifices. For many years he served as inspector of prisons in Philadelphia, and thus, by long and constant practical observation, was accumulated that knowledge of the human heart in its darkest windings, that often astonished the objects of his care, when they thought they had been able cunningly to blind his eyes to their real character and intentions. After his removal to New York, and when the occasion for his personal labors in the cause of the slave had in some measure, ceased or slackened, he threw his whole heart into the Prison Association, whose aims and plans of action were entirely in accordance with his views, and indeed, in a great degree, based on his experience and advice. The intent of the Prison Association is threefold: first to protect and defend those who are arrested, and who, as is well known, often suffer greatly from want of honest and intelligent counsel; secondly, to attend to the treatment and instruction of convicts while in prison; and thirdly, on their discharge to render them such practical aid as shall enable the repentant to return to society by means of the pursuit of some honest calling. The latter branch occupied Mr. Hopper’s time and attention, and he devoted himself to it with an affectionate and religious earnestness that ceased only with his life. No disposition was too perverse for his efforts at reform; no heart was so black that he did not at least try the balm of healing upon it; no relapses could tire out his patience, which, without weak waste of means still apostolically went on ‘hoping all things,’ while even a dying spark of good feeling remained.
Up to February last did this venerable saint continue his abundant labors; when a severe cold, co-operating with the decay of nature, brought him his sentence of dismissal. He felt that it was on the way, and with the serious grace that marked everything he did, he began at once to gather his earthly robes about him and prepare for the great change which no one could dread less. It was hard for those who saw his ruddy cheek and sparkling eye, his soft brown hair, and sprightly movements to feel that the time of his departure was drawing nigh: but he knew and felt it, with more composure than his friends could summon. It might well be said of this our beloved patriarch, that his eye was not dim, nor his natural force abated. To the last of his daily journeyings through the city, for which he generally used the rail road, he would never allow the drivers to stop for him to get on or off the car, feeling, as he used smilingly to observe, ‘very jealous on that point.’ Few ever passed him in the street without asking who he was; for not only did his primitive dress, his broad-brimmed hat, and his antique shoe buckles attract attention, but the beauty and benevolence of his face was sure to fix the eye of ordinary discernment. He was a living temperance lecture, and those who desire to preserve good looks could not ask a more infallible receipt, than that sweet temper and out-flowing benevolence which made his countenance please every eye. Gay and cheerful as a boy, he had ever some pleasant anecdote or amusing turn to relate, and in all perhaps not one without a moral bearing, not thrust forward, but left to be picked out by the hearer at his leisure. He seemed born to show how great strictness in essentials could exist without the least asceticism in trifles. Anything but a Simeon Stylites in his sainthood, he could go among ‘publicans and sinners’ without the least fear of being mistaken by them for one of themselves. An influence radiated from him that made itself felt in every company, though he would very likely be the most modest man present. More gentlemanly manners and address no court in Christendom need require; his resolute simplicity and candor, always under the guidance of a delicate taste, never for a moment degenerated into coarseness or disregard even of the prejudices of others. His life, even in these minute particulars, showed how the whole man is harmonized by the sense of being
‘Ever in the Great Taskmaster’s eye.’
“He died on the 7th of May, 1852, in his eighty-first year, and a public funeral in the Tabernacle brought together thousands desirous of showing respect to his memory.”
Mrs. Child has written a full, and in many respects, an exceedingly interesting biography of the subject of this memoir, towards the close of which she says:
“From the numerous notices in papers of all parties and sects, I will merely quote the following. ‘The New York Observer’ thus announces his death:
“‘The venerable Isaac T. Hopper, whose placid, benevolent face has so long irradiated almost every public meeting for doing good, and whose name, influence, and labors, have been devoted with an apostolic simplicity and constancy to humanity, died on Friday last, at an advanced age. He was a Quaker of that early sort illustrated by such philanthropists as Anthony Benezet, Thomas Clarkson, Mrs. Fry, and the like.
“‘He was a most self-denying, patient, loving friend of the poor, and the suffering of every kind; and his life was an unbroken history of beneficence. Thousands of hearts will feel a touch of grief at the news of his death; for few men have so large a wealth in the blessings of the poor, and the grateful remembrance of kindness and benevolence, as he.’
“‘The New York Times’ contained the following:
“‘Most of our readers will call to mind, in connection with the name of Isaac T. Hopper, the compact, well-knit figure of a Quaker gentleman, apparently about sixty years of age, dressed in drab or brown clothes of the plainest cut, and bearing on his handsome, manly face the impress of that benevolence with which his whole heart was filled.
“‘He was twenty years older than he seemed. The fountain of benevolence within freshened his old age with its continuous flow. The step of the octogenarian was elastic as that of a boy, his form erect as a mountain pine.
“‘His whole physique was a splendid sample of nature’s handiwork. We see him now with our mind’s eye, but with the eye of flesh we shall see him no more. Void of intentional offence to God or man, his spirit has joined its happy kindred in a world where there is neither sorrow nor perplexity.’
“I sent the following communication to ‘The New York Tribune’:
“In this world of shadows, few things strengthen the soul like seeing the calm and cheerful exit of a truly good man; and this has been my privilege by the bedside of Isaac T. Hopper.
“He was a man of remarkable endowments, both of head and heart. His clear discrimination, his unconquerable will, his total unconsciousness of fear, his extraordinary tact in circumventing plans he wished to frustrate, would have made him illustrious as the general of an army; and these qualities might have become faults, if they had not been balanced by an unusual degree of conscientiousness and benevolence. He battled courageously, not from ambition, but from an inborn love of truth. He circumvented as adroitly as the most practiced politician; but it was always to defeat the plans of those who oppressed God’s poor; never to advance his own self-interest.
“‘Few men have been more strongly attached to any religious society than he was to the Society of Friends, which he joined in the days of its purity, impelled by his own religious convictions. But when the time came that he must either be faithless to duty in the cause of his enslaved brethren, or part company with the Society to which he was bound by the strong and sacred ties of early religious feeling, this sacrifice he also calmly laid on the altar of humanity.
“‘During nine years that I lived in his household, my respect and affection for him continually increased. Never have I seen a man who so completely fulfilled the Scripture injunction, to forgive an erring brother, ‘not only seven times, but seventy times seven.’ I have witnessed relapse after relapse into vice, under circumstances which seemed like the most heartless ingratitude to him; but he joyfully hailed the first symptom of repentance, and was always ready to grant a new probation.
“‘Farewell, thou brave and kind old Friend! The prayers of ransomed ones ascended to Heaven for thee, and a glorious company have welcomed thee to the Eternal City.'”