Worsley T: Nutrition promotion: theories and methods, systems and settings. CAB International; 2008.

1. Kun A Susiloretni
Ref: Worsley T: Nutrition promotion: theories and
methods, systems and settings. CAB International; 2008.
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2.  improve social conditions that threaten health e.g.
the occurrence of poverty;
 prevent social conditions that threaten health e.g.
poverty, gender and ethnic discrimination};
 neutralize existing social conditions that cause ill-
health e.g. high unemployment rates might be
reduced through skills training schemes.
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3. Nutrition education is
 about the provision of knowledge and skills for food
consumers so that they can perform healthier eating and
drinking behaviours.
 include communications which are designed to motivate
them to consume a healthier diet
Nutrition promotion, while
 including nutrition education and communication with
consumers,
 also tries to influence the composition and availability of
foods and beverages  tries to change food supply .
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4.  governments could raise taxes on high-fat or high-energy
foods to reduce their consumption
 subsidize the production and sale of 'healthy' foods in order
to make them more attractive to consumers and producers
 nutrition promoters may set up community (or school) fruit
and vegetable gardens so that fresh produce becomes more
available
 form food banks and buying cooperatives to make healthier
foods more available to low-income families
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5.  Focus on knowledge and skills  make wise
decision
 Basic cognitive framework
 energy and energy balance;
 anti-oxidants and free radicals;
 vitamins and minerals as.essential 'enzymatic' (catalytic)
factors (e.g. folate, homocysteine and inflammatory
processes);
 proteins, and growth and repair concepts;
 nutrient sufficiency and excess;
 saturated fats, serum cholesterol and heart disease.
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6.  what sorts of foods (variety) they should eat;
 how often they should consume foods from
particular food groups (e.g. 'Do I need to eat fruit
every day or every week or less often?');
 whether some foods are better choices than others,
and if so what they are; and
 how energy intakes and energy outputs are kept in
balance.
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7. Foods and beverages are essential for health,
but they are produced by the food system, not by
the health system
Therefore, nutrition promoters have to work in
both systems and often in others, such as the
education system.
Both systems are complex and demand detailed
knowledge and skills from practitioners
Much early nutrition 'promotion' consisted of
educational messages exhorting individuals to
change their ways by providing them with
science-based knowledge 7

8. Little was done to alter the supply of healthy
foods.
In contrast, the health promotion tradition
comes from a mixing of at least two groups of
professionals.
The nutrition education and health
promotion traditions are merging to form a
new discipline known as nutrition promotion
which is the application of health promotion
principles and methods to population food
and health problems.
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 Nutrition promotion is about the promotion of healthy eating
and drinking habits in short, a healthy diet
 Health is a state of complete physical, mental, and social well
being and not merely the absence of disease or infirmity (WHO
1946
 Health is a necessary condition which enables them to enjoy
‘flourishing lives’
 Health is a condition that is necessary for people to pursue 'good'
lives
 The behavioural basis of nutrition promotion should not be
overlooked.

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 increasing evidence that most traditional cuisines, like the
Mediterranean, Andean, Hangchow and Okinawan cuisines,
are composed of similar animal and plant components
(Trichopoulou et al. 2003)
 traditional diets are 'eco-nutritional’ (Wahlqvist,1995)
 optimal health is associated with the consumption of a fairly
wide variety of foods - dietary diversity
 Trichopoulou's list (Trichopoulou et al. 2003) of nine important
components of the Mediterranean

12. HIGH PLANT FOOD
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14.  Clearly principles of
 natural justice  have nutritional needs and
 equity demand  different requirements
 that they should have such access.
British nutritionists in World War II
through a sophisticated food rationing
scheme.
 People were allowed to buy only foods identified
by nutritionists as appropriate for their age, sex
and physical workloads.
 As a result, the general health of the UK
population dramatically improved despite the
war I 14

15. The simple answer is 'a varied food supply
In agricultural societies,
 including poor harvests,
 failure of storage systems
 interruption or absence of transport systems by
weather conditions
The high population densities
 increased needs for physical and organizational
infrastructures
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16.  at least 800 million people in the world do not have sufficient
food to meet their daily needs, three keys:
 highly efficient and sustainable production,
 distribution and
 administrative systems.
 Our current systems tend to be highly inefficient in ecological
terms,
 destroying arable land,
 polluting water resources and
 producing greenhouse gases on a vast scale.
 No hunger SDG no 2
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17.  2.1 Pada tahun 2030, menghilangkan kelaparan dan
menjamin akses bagi semua orang,
 khususnya orang miskin dan
 mereka yang berada dalam kondisi rentan, termasuk bayi,
terhadap makanan yang aman, bergizi, dan cukup sepanjang
tahun.
 2.2 Pada tahun 2030, menghilangkan segala bentuk
kekurangan gizi, termasuk pada tahun 2025 mencapai target
yang disepakati secara internasional untuk
 anak pendek dan kurus di bawah usia 5 tahun, dan
 memenuhi kebutuhan gizi remaja perempuan, ibu hamil dan
menyusui, serta manula.
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18.  On the supply side, the activities of farmers, fishers,
horticulturalists, food manufacturers, distributors, wholesalers
and retailers affect the availability of foods
 On the demand side-which is largely about the activities of
consumers-there are several influential factors, the principal
one being the level and distribution of affluence of the
community.
 A further set of factors affects the demand for food. In the
main, these relate to general education and to special food and
nutrition education.
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19.  On the supply side, the activities of farmers, fishers,
horticulturalists, food manufacturers, distributors, wholesalers
and retailers affect the availability of foods
 industry ownership
 activities of food marketers and advertisers on behalf of
manufacturers
 Local planning policies : LARGE supermarkets etc
 Governments, if they are strong, relatively free of corruption and
well organized : tax food products that are not in the public
interest and subsidise the production and marketing of foods that
are health-promoting
 On the demand side-which is largely about the activities of
consumers-there are several influential factors, the principal
one being the level and distribution of affluence of the
community.
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20.  On the demand side-which is largely about the
activities of consumers-there are several influential
factors, the principal one being the level and
distribution of affluence of the community.
 community is poverty stricken
 have substantial average incomes but which have poor
distribution of wealth tend to have large pockets of poverty
and associated malnutrition and poor health.
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21. NUTRITION PROMOTION
Nutrition educators and promoters must
respond to the needs of several groups of
people,
The learners
The parents
Nutrition scientist
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