8 8 H 0

NO. 39

UTREACHA NETWORK FOR ENVIRONMENT AND HEALTH AWARENESS TEACHING, TRAINING.

LIBRARYINTERNATIONAL REFERENCE CENTREFOR COMMUNITY WATER i|'JPPLY. ANDSANITATION (IRQ

Na.88-5663

WOMEN, HEALTHAND ENVIRONMENT

OUTREACH ¡s a unique coalition of local, national andinternational organisations working to disseminate information on

environmental and health issues.

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Issue No. 39

Main Theme: WOMEN-HEALTH AND ENVIRONMENT

including planting treees and saving forests;building homes;breastfeeding;shea butter press;water supply.

other topics:

environment * wildlife in East Africa.

writer/ editor: Gillian Dorfman

OUTREACH packs are prepared bi-weekly. The material in the packs- forchildren and adults- is for use in magazines, newspapers, radio scripts etc..

Use this material as you wish. ADOPT, ADAPT and ADD, but please CREDITOUTREACH and source where indicated

We need feedback. How useful is this material? How can we make it better?Are there special topics you need? Please let us know. Write to:

Valerie A. LeakeyOUTREACH Network Co-ordinatorc/o UNEP Information ServicesP.O Box 30552NairobiKenya

Dr James ConnorOUTREACH NetworkScience EducationProgramme,933 Shimkin HallN.Y. University50 West 4th streetNew York NY 10003U.S.A.

INFORMATION POLL FOR OUTREACH issue no. 39

Please complete this poll, and return it to:Valerie Leakey, UNEP Co-ordinator of OUTREACH, c/o UNEP InformationService, P.O.Box 47074, Nairobi, KENYAIf you need more space for comments, please use the back of thispaper.

A. PLEASE ANSWER THIS QUESTIONDo you wish to continue to receive OUTREACH packs? NO Q YES[~~1please note: If you do not return this form, you will not receivefuture issues of OUTREACH.

B. CONTENTPlease list the materials in this issue that are useful in yourarea. (List the items by page number - for example, pages 2-7,page 24 and so.)I particularly liked page(s) because

I would like more information on (list environment and/or healthsubjects).

C. FORMATWhich of the following do you find most useful? (Please tickappropriate box(es):* factual articles (environment)•* factual articles (health)* radio scripts* practical activities (adults)* practical activities (children)formal education:* classroom activities* teachers' notes* reviews of educational resourcesinformal education:* children's games and puzzles* stories (environment)* stories (health)* other

D. USE OF OUTREACH MATERIALSDo -you interpret OUTREACH materials in one or more languages.'NO YESWhat language(s

Exactly how do you use OUTREACH materials'? (Please tick appropriatebox(es):* in children's magazines':" in radio programmes* in teacher training* in curriculum development* in literacy classes* in extension courses* in wildlife clubs* other

Please enclose a copy of article(s)/script(s) which has been adaptedfrom OUTREACH materials, and which has been written in the locallanguage, (eg. newspaper articles, magazines etc.)

E. YOUR AUDIENCELet us know more about your audience (for example, rural and/orurban; children and/or adult; literate etc,.,)

F. YOUR AREALet us know more about your area. What's happening? Are localfarms losing soil? Do women find it increasingly difficult tofind fuelwood? Is there disease because water and sanitationfacilities are inadequate? Is local wildlife under threat fromencroachment/poaching?

What's being done about local problems? Are there campaigns toget children immunised? Are people planting trees and/usingenergy-efficient cooking stoves? Please include information onsuccessful schemes, and what has been learnt from failed projects,too.

Comments:

Name and address:

Please write the date whenthis issue was received:

OUTREACH 3 9

CONTENTS-.

Using the c h a r t below, you can see a t glance which f i e ld s of i n t e r e s t a r etouched upon in t h i s OUTREACH pack.Letters in the chart indicate the following',a - articles b - stories c - activities and games

d - teachers'/parents ' page e - resources

5Topic

iS

Readingt « for young children aged 8 - 1 0 year aIT • for schoolchildren ag«d 11 - 13 and adults with basic literacy skillsIII « for teachers and/or people with a secondary education

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àLand ,L)

Ha ter (Ha)Atmosphere (A)

Wildlife tWi)

People (P)

Human Habitation (Ha)

Health and Sanitation (He)

pood and Nutrition IFfcN)Eneríjy (E)

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ArticlesKenyan women plant trees for survival

(International Wildlife)Women plant trees and fight to save

forests (WorldWIDE)Women in Zimbabwe build homes and self-

reliance (DESI/UN)Shea butter press (IWTC)25 Questions and answers on breastfeedingA tin of spilt water and 1700 wells

(Development Forum)

StoriesThe wonderful world of Willy Warthogpart 2: Friends

Teachers'/Parents' PageEducational activities on breastfeeding (INSA)The Pink Gnome (UNESCO/UNFPA)

ResourcesBreastfeeding information and support

for women (HCIH)Teaching-learning resources for pregnant and

breastfeeding women (UNESCO)Information and educational resources from

UNICEF; breastfeeding

Topic

Wi/E

Wi

ReadingLevel

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Page(s)

1-2

3

Ha llllll h-5F&N III 6-8He llllll 10-15

Wa/He III

Wi II

16

17-20

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21-2223-27

8-9

28-29

30

INTRODUCTION

OUTREACH issue nos. 38, 39 and 40 are about and for women. They focuson women because of the contribution that women do - and can - maketo the health and welfare of themselves, their families and communitiesand to the state of the environment.

The issues aim to:

•si- Encourage people to believe that belonging to one sex or anothershould not limit one's possibilities of participating in the familyand in the sustainable development process.

Offer practical ideas and activities for women to improve theirhealth and that of their families and community.

Demonstrate how women have achieved - and can achieve - improvementsto their living conditions and to the environment in general.

LOCATION MAP

The map below shows the location of places mentioned inOUTREACH issue no. 39:

*"**

OUTREACH 39/p.l

KENYAN WOMEN PLANT TREES FOR SURVIVAL

National Wildlife Federation,1412 Sixteenth Street, N.W.Washington, D.C. 20036U.S.A.

The Editor,International Wildlife,8925 Leesburg Pike,Vienna, VA 22184U.S.A.

The article below is an extract from: "Healing the Ravaged Land" byMaryanne Vollers which appeared in International Wildlife Vol.18, No.l(January-February 1988). Maryanne Vollers' article is about ThirdWorld women becoming a powerful force for conservation.

If the article below is reprinted, please include the following crediton the title page:Copyright 1988 by the National Wildlife Federation. Reprinted fromthe January-February 1988 issue of International Wildlife magazine,with permission of the publisher, the National Wildlife Federation.

This article may be reprinted/adapted for educational purposes indeveloping countries.

Before conservation came to hervillage, Esther Wairirau was a treekiller.

Two days each week, the Kenyanwoman trudged along the red dirtpaths of her village. On her backwere lashed bundles of branches.As she walked, her eyes scouredthe hillside for more firewood.With ten children to cook for overan open hearth, Esther needed alot of firewood. No small treewas safe.

Then in 1982, a conservation projectcalled The Green Belt Movementarrived in Esther's village. Thecampaign changed Esther, and otherslike her, from tree killers totree planters.

Esther remembers what happened."My neighbours joined the GreenBelt Movement and began to arguewith me. They said if I plantedmy own trees, I would not haveto go looking all the time forfirewood." So when the time came

for Esther to plant her rows ofmaize and beans, she planted treesas well.

Now five years later, Esther'sfamily farm is a small woodland.Around the fields grow mango trees,blue gums, casuarinas andstraight-trunked podocarpus. Thetrees provide shade for Esther'stin-roofed house. There is fodderfor the goats and cows, bettersoil for the crops and branchesfor firewood. Says Esther, "Ihave learned that a tree is life."

Esther is just one of the manyrural women in Kenya who are helpingto halt the loss of trees andprotect the land. Through theGreen Belt Movement, women areworking to re-green their country,where 90% of the native foresthas been cleared in the pastcentury. Since it was foundedin 1977, the project has plantednearly five million trees.Miniature forests have sprung upon school and church grounds.

More than 500 communities havetheir own tree nurseries. 25,000households like Esther's now havethriving woodlots.

Unlike many development projects,the Green Belt Movement does notmove into an area: it waits tobe invited. Women's groups learnabout it, mostly by word of mouth,and then apply to start a treenursery. The Green Beltorganisation then supplies hoesand water tanks. It also trainsand pays a nursery attendant whois chosen by the women. The womenare taught to gather seeds fromlocal woodlands and to care forseedlings.

Once the young trees are givenout, the Green Belt Movement pays"promoters" and "Green Belt Rangers"to make sure the seedlings arebeing cared for. These peopleare usually old or handicappedpeople chosen by the women. Becauseof this follow-up care, about 80%of the trees survive.

The Green Belt Movement pays thewomen for each tree that survivesits first few months: half a Kenyanshilling (about US 1C) for nativetrees and more for exotic plantslike eucalyptus and cedar. A womanmight make 500 shillings a year.

OUTREACH 39/P.2

This is the equivalent of a month'ssalary for a labourer. The moneyensures that the trees will livelong enough for local people toexperience the benefits the treesprovide. But money is only partof the women's motivation. "Weare planting trees to ensure ourown survival," says Wangari Maathai,the founder and director of theGreen Belt Movement. The Movementsucceeds because local people runthe projects from the verybeginning. They plan the nurseries,supply the labour and reap thebenefits.

While the Green Belt Movement isa tree-planting project, itslong-term goals are more ambitious.It hopes to make rural peopleself-sufficient in fuelwood andto restore fertility to lands madebarren by forest clearance. Italso hopes to educate people andimprove the image of women. But"our most important goal," saysWangari, "is to raise people'sawareness of the need to protectthe environment."

Because of the success of the GreenBelt Movement in Kenya, the UnitedNations Environment Programme istrying to encourage similar projectselsewhere in Africa.

For more information about the Green Belt Movement:Write to: Ms. Wangari Maathai,

The Green Belt Movement,The National Council of Women of Kenya,P.O.Box 43741,Nairobi,KENYA"Kenya's Women of the Trees: an interview with Wangari Maathai(source: Development Forum, October 1986) see OUTREACH issue21, page 12.

Read:

For other information on women and conservation, read: "Women of theChipko Movement" (source: "Tree as a guide to Ecology: for every childa tree" produced by UNEP) see OUTREACH issue 23, page 13.

For practical information on trees, fuelwood and tree-planting, seeOUTREACH issues 27, 28, and 29.

OÜTREACH 39/P.3

WOMEN PLANT TREES AND FIGHT TO SAVE FORESTS

WorldWIDE,P.O. Box 40885,Washington, DC 20016U.S.A.

The two articles below are from:WorldWIDE News, published by WorldWIDE, an organisation Working forWomen Dedicated to the Environment. If either article is reproduced,please give credit to WorldWIDE.

• A women's tree-plantingprogram in the Dominican Republichas been so successful that the programis growing too. In two years MUDE,Mujeres en Desarrollo or Women inDevelopment, planted 40,000 seedlingsin 10 communities of southern Azuaprovince. An equal number of shade,wood and fruit trees will be planted inseven more villages this year. All told,19 MUDE groups with 600 women arecooperating in the program.

Azua "is a very depressed area,almost desèrt-like, with deforestationthat goes back many years," saidBarbara Taveras, regional coordinatorfor CODEL (Coordination in Devel-opment), a consortium of 40 Christianorganizations that is jointly funding the$45,000 project with MUDE. "Therewere almost no trees except what theyplanted." Now, she reported, "Thewomen are talking about how good itis to have the trees." Not only do theyhave cooling shade and fuelwood intheir future but the fast-growing treesprovide much-needed cattle forage.The women want fruit trees now, andCODEL and MUDE are helping themset up nurseries for the seedlings.

The enthusiasm is so high-evenin communities where trees died—thatthe women's husbands and children arehelping with the planting. And, theword has spread: Other MUDE groups(there are 175 in all) want similarprograms. Contact Environment and

Development Program, CODEL. 475Riverside Drive, Room 1842, NewYork, NY 10115, USA, telephone(212) 870J000,

source of article:"From Around the World" by LibbyBasset in WorldWIDE News, May 1987.

M The Brazilian women'senvironmental action group, Acao Demo-cratical Femina Gaucha (ADFG)—Friendsof the Earth, is fighting to save theAmazon forest and all that lives within itfrom the "ever-accelerating process ofmassive and irreversible destruction."President Magda Renner says ADFG istrying to change the institutions, govern-ments and policies reponsible for tropicaldeforestation—with some success. ADFGhas been asked by the government Com-mittee for Environment and Secuirty "togive our input for the new Brazilian Con-stitution on these issues. We hope to con-tribute in establishing constitutional limitsto the ruthless exploitation of tropicalforests and the violation of human rightsof its native inhabitants."Contact Ms. Magda Renner, President,ADFG, Rua Miguel Tostes No. 694, CEP90.420, Porto Alegre, Brazil; telephone{0512) 32-8884.

source of article: "WorldWIDENetwork" by Libby Basset, WorldWIDENews, October 1987

OUTREACH 39/D.4

WOMEN IN ZIMBABWE BUILD HOMESAND SELF-RELIANCE

Division of Economic and Social Information,Department of Public Information,United Nations,New York NY 10017U.S.A.

The article below is adapted from one by the same title and writtenby Simon Mubi as DESI Feature No. 170, August 1987. Simon Mubi isa journalist based in Zimbabwe.

The article may be used without permission, but credit should be givento: Simon Mubi, DPI/DESI.

"I had been lodging in one roomwith my six children. It wasterrible. My relatives did notwant anything to do with us becausethey felt that we would be a burden.Now I have my own six-room house,with electricity and a flush toilet,and my relatives don't avoid usany more. They give us respect."

These are the words of VaginiaChurugwi from Kwekwe, a town inZimbabwe. Like many of hercountrywomen, Vaginia is the headof a household. Her husband diedin 1975. Since then, she has hadto support herself and her sixchildren on her own, making endsmeet from her small earnings asa dressmaker and a market vendor.Until recently Vaginia had littlehope of ever improving her family'sliving conditions.

That changed when the Governmentof Zimbabwe, with support fromthe United Nations, started aproject to build low-cost housingin her village. Using her ownhands and energy, Vaginia Churugwithen built her family a home.

Mercy Gave, married with fourchildren, was given the same chance.After some instruction, she builta new home by herself in less thantwo months, while her husband wasworking away from home.

"After being married for twelveyears, this is the first time thatmy husband, my children and Ican live together as a family,"Mercy said recently. She added,"There were times when we did noteat so as to have enough moneyto build. But the sacrifice wasworthwhile because now we haveour own home. And building itbrought out reserves of strengthand determination that I didn'tknow I had."

When Zimbabwe became independentin 1980, there was little low-incomehousing. Since then, the populationhas grown by more than 3% a year,and many people are moving to thecities. According to theGovernment, 13,000 new homes mustbe built each year if every citizenis to be adequately housed by theyear 2000.

Shortly after independence, whenthe United Nations began to helpZimbabwe with low-cost housing,new standards were set down forcommunity development and sanitationplanning.

In 1982, housing projects beganin the medium-sized town of Kwekweand the rural centre of Gutu,People with below-average incomesof $US80 to $US240 a month couldtake part in the projects.

Four basic house plans, which canbe changed to suit each family'srequirement, are available. Acore house is built. Then, roomscan be added as finances and timepermit. By early 1987, more than1000 houses in Kwekwe and 200 housesin Gutu were near completion.

Both public and private funds havebeen used. Public money has beenspent on land, roads, water,electricity and sewerage. Privatefunds, from one of Zimbabwe'slargest home financing institutions,have been used to buy buildingmaterials. A "self-help" approachto building the homes has beenimportant to the housing projects.

The terms of the loans, which allowup to 25% of disposable incometo be spent on housing, made itpossible for many women on lowincomes to take part in the project.

Laws, passed recently, gave womenthe right to own homes. Land andbuildings no longer have to beregistered in the name of a husband,son or other male relative.Previously, lacking the collateralor title deeds necessary to gettraditional loans, home ownershipwas only a dream for these women.

One woman who has benefited fromthe house-building in Gutu is EmilyDzikera. She is unmarried withseven children. She works as anassistant cook in a local hotel.She says, "My children and I hadbeen living with relatives,wandering from one home to anotherand leading a very insecureexistence. This caused tensionand many arguments between us."

Now Emily lives in her own home.She has electricity and a moderntoilet for the first time. Butit is the electric hot plate thatshe values most. "It saves so

OUTREACH 39/p.S

much time and energy after a hardday's work. I no longer have togo out looking for wood, whichis getting more difficult to find."

Determined that nothing will makeher lose her home, Emily normallypays back up to $US80 a monthtowards her loan even though hermonthly payments are set at$USA4.80.

People that take part in thehouse-building projects learn theirskills at weekend workshops. Theyare taught about building methods,building materials, house designs,and community participation in,and administration of, housingco-operatives.

Many women master home-buildingmethods quicker than men. Oneofficer says, "A woman will putmore effort into building her housethan a man, and you can actuallysee her confidence grow when shehas a house of her own."

And it was a woman who organisedthe first housing co-operativein Gutu. Called "Masimba Evanhu"(meaning "the strength of thepeople"), it is made up of 13 femaleand one male heads of household.Co-op member Philipa Chidumba says,"Many people were sure that womenworking together without supervisionfrom men would not achieve much.But I think that by our effortsand the genuine good spirit wehave proved them wrong."

The feelings of people who havetaken part in the low-cost housingprojects in Zimababwe might bestbe summed up by the names thatresidents of Kwekwe have giventheir streets: "Tinotenda" (Weare Grateful) Road; "Cheziya" (WhatI have Sweated For) Crescent, and"Rusununguko" (Freedom) Street,

OÜTREACH 39/p.e

SHEA BUTTON PRESSInternational Women's Tribune Intermediate Technology Publications

Centre (IWTC) 9 King Street,777 United Nations Plaza, Covent Garden,New York, NY 10017 London WC2E 8HWU.S.A. ENGLAND

This information is taken from: The Tech and Tools» Book: a guide totechnologies women are using worldwide compiled by Ruby Sandhu andJoanne Sandier and produced by IWTC and I.T. Publications, 1986.

This publication is an illustrated guide to 60 technologies women areusing worldwide, with descriptions of each technology's strengths,weaknesses and uses. Technologies useful to agriculture,communications, energy, food processing, health and sanitation, andincome generating projects are included. Other sections provideguidelines for introducing AT components into women's projects, withlistings of AT centres, journals, catalogues and donor agencies. Thecost of the publication is US$10.00 and is available from IWTC.

If the information below is reproduced, please include the followingcredit on the title page:Copyright 1986 by I.T. Publications and International Women's TribuneCentre. Reprinted from The Tech and Tool Book with permission of thepublishers, International Women's Tribune Centre and I.T. Publications.

Some ideas on how to use the information below* If the information is useful to you or your group, write away for

further information.* Adapt the idea of the Tech and Tools Book, (as illustrated in these

sample pages), and compile your own directory of technologies thatwomen are using in your town, district or country.

* Start a "Women's Appropriate Technology Mini-Resource Centre" andcollect information that women can use in their projects. You couldbegin by ordering the Tech and Tools Book.

* Organise a meeting of women in the community and describe thistechnology to each of them. Ask them to read the "How It's BeenUsed" information and discuss the potential for their own uses.Have them generate ideas about the uses and misuses of technologyin their family and community.

BRiEJF DESCAI PTiOnShea nuts are traditionally processed by women Into anedible fat, shea butter. The proceeds accumulatedusing the traditional method are not worth the labourinput. GATE (a German-based technology organization)developed a hand press using a dry method, in whichthe fat is squeezed out of the heated shea-powderunder high pressure. Using the shea press, the fatoutput is between 40 and 45 per cent (related to drykernels), while the output with the traditional methodis about 25 per cent.

OUTREACH 39/p.7

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STRENGTHS1. Use of the press reduces workingtime, since only a quarter of the timetraditionally spent is needed.

2. Significantly increases incomebecause the sale value of shea butteris greater than that of shea nuts.

3. Reduces consumption of firewood andeliminates the use of water in theprocessing of shea butter.

4. Press can also be used to producepeanut oil.

WGAKDESSES1. In i t ia l cost of press is high; but,i t is estimated that i t wi l l pay fori tself in two years.

HOW ITS &EJE.N USEDMALI

In 1980, GATE initiated a project to develop an appropriate shea-fattechnology for West Africa. After the testing and development period, thepress was distributed by GATE during 1984 and 1985. International agencieshave shown considerable interest in financing villagers who want a shea

OUTREACH 39/p.S

press. The total cost of the equipment is US$900, and assuming there are goodshea nut harvests, a Mal i an village can pay for a press within two years.Using the traditional method, women earn US$1500 annually, while with theimproved press they can earn US$2400.

Over the last year, women have expressed great interest in the technology.They are especially receptive because it increases their incomes and reducesfuel expenses. The new process does not require water. The women users haveassumed responsibility for both maintenance and simple repair of the machine.

By the end of 1985, 20 presses were operating in Mali. The demand for pressesis greater than the numbers available. A Malian enterprise 1s producing thepresses, but the 30-ton jack needed 1n its construction, has to be imported.A special maintenance and repair service, with women technicians, was createdto ensure the availability of repair services.

FOR MORE INFORMATION

WRITE: 1) GATE/GTZ,Postfach 5180, D-6236Eschborn 1, Germany.

READ: 1) "New Shea-ButterTechnology for West AfricanWomen," GATE Magazine, (GATE,Eschborn, Feb 1983).

BREASTFEEDING INFORMATION AND SUPPORT FOR WOMEN

Child S u r v i v a l Action News,N a t i o n a l Counci l fo r I n t e r n a t i o n a l Hea l th (NCIH)1701 K S t r e e t , N.W.Washington, D.C. 20036U.S.A.

The following information is taken from: Child Survival Action NewsNo.6 1987, published by the NCIH, with support from the U.S. Agencyfor International Development (USAID).

If reproduced, please give credit to: Child Survival Action News/National Council for International Health

New mothers need support and fol-low up if they are to breastfeed suc-cessfully. A number of organizations inthe field are active in providing supportto women breastfeeding. Many aremodeled after La Leche League but aretailored to the needs of their individualcommunities. The Breastfeeding In-formation Group (B.I.G.) in Kenya is

one example. B.I.G. was started quiteinformally to provide assistance towomen having problems* breastfeed-ing. In addition to advising mothers,B.I.G. publishes a newsletter and othereducational materials, trains healthworkers about breastfeeding and hasbeen working with other organizationsin Kenya to improve policies that sup-

port breastfeeding. B.I.G. also helps tocoordinate similar support efforts inother African regions and networks toshare information with mothers' sup-port groups around the world throughthe International Breastfeeding Affilia-tion.

ORGANISATIONS. Breastfeeding Information Group,P.O. Box 59436, Nairobi, Kenya. Agrassroots organization that promotesbreastfeeding through support groups,training of counselors, publication ofeducat ional mater ials , and in-formational talks.

Clearinghouse on Infant Feeding andMaternal Nutrition, American PublicHealth Association, 101515th St., NW,Washington, DC 20005. An in-ternational center for information andmaterials on all aspects of maternal andchild nutrition. The data base is auto-mated.

Family Health International, TriangleDrive and Highway 54, ResearchTriangle Park, NC 27709. Supportsprogram-oriented research on fertility-related issues, including breastfeeding.

International Baby Food Action Net-work (IBFAN), 3255 Hennepin Ave.,So., Minneapolis, MN 55409. Promotesand monitors implementation of the In-ternational Code of Marketing ofBreastmilk Substitutes.

International Breastfeeding Affilia-tion, 11 Morris Street, Doncaster, Vic-toria, 3108, Australia. An internationalaffiliation whose objective is to furtherthe effect iveness of m o t h e r s 'breastfeeding support groups world-wide by representing their interests andproviding assistance and encourage-ment.

La Leche League International, 9616Minneapolis Ave., P.O. Box 1209,Franklin Park, IL 60131-8209. Promotesbreastfeeding through use of mothers'support groups and publication of edu-cational pamphlets and manuals.

OUTREACH 39/p.9

Manoff International, Inc., 2001 S St.,NW, Suite 420, Washington, DC 20009.Specializes in mass media programsand social marketing to improve childfeeding practices.

PROALMA, Tercer Piso, Junta Nacion-al de Bienestar Social, Tegucigalpa,D.C., Honduras. A national breastfeed-ing promotion program which has in-creased the extent and duration ofbreastfeeding dramatically by changinghospital practices, training health prac-titioners, and educating mothers.

Teaching Aids at Low Cost (TALC),Institute of Child Health, P.O. Box 49,St. Albans, Herts, ALI 4AX, U.K. Offi-ers books, manuals, and slide sets onprimary health care (including nutritionand breastfeeding) at a low price.

World Federation of Public HealthAssociations, % Secretariat, AmericanPublic Health Association, 1015 15thSt., NW, Washington, DC 20005. Pub-lications in the Information for ActionSeries include a resource guide onmaternal nutrition and an issue paperon improving weaning practices.

World Health Organization (WHO),1211 Geneva 27 Switzerland. Publishespolicies and guidelines on breastfeed-ing and p rov ides suppor t forbreastfeeding promotion programs andresearch.

PUBLICATIONS ASI (Avances en Supervivencia In-fantil), quarterly newsletter, INCAP,Apartado 1188, Guatemala, Guatemala

Manual on Feeding Infants and YoungChildren, Margaret Cameron andYngve Hofvander, 1983, Oxford Medi-cal Publications, Oxford UniversityPress

Mothers and Children, a bulletin on in-fant feeding and maternal nutritionpublished by the American PublicHealth Association (APHA), 1015 15thSt., NW, Washington, DC 10005

Network, a quarterly published byFamily Health International, ResearchTriangle Park, NC 27709

ÛUTBEACH 39/p.1025 QUESTIONS AND ANSWERS ON BREASTFEEDING

The Population Council,1 Dag Hammarskjold Plaza,New York NY 10017U.S.A.

PIACT/PATH,Canal Place, 130 Nickerson Street,Seattle, Washington 98109U.S.A.

The information belo\» is adapted from: "A Mother's Guide to Breastfeeding"produced by the Population Council with the assistance of PATH (Program forAppropriate Technology in Health) in cooperation with the NursingDepartment at Metropolitan Hospital.

If the information is reproduced, please givecredit to: The Population Council/PATH/Metropolitan Hospital Center.If the illustrations are reproduced, pleaseplease give credit to: Larry Weil.

These questions and answers may formthe basis of a radio programme,o1" be used as a series in anewspaper or magazine.

Q. Which is better for my baby- breastmilk or bottle milk?A. Breastmilk is the very best

milk you can give your baby.Milk that comes in boxes ortins does not keep your babyas healthy as your ownbreastmilk, see picture "TheDangers of the Bottle".

Q. Why is breastmilk best?A. It is healthier for your baby

for many reasons:'"" Breastmilk is always safeand is always ready. It isjust at the right temperature,and it is naturally clean."•Breastmilk has all theproteins, vitamins and mineralsa baby needs for the firstfew months of life. Even amongmalnourished mothers, studiesshow that breastfed babiesare twice as likely to achievenormal weight for age.

THEDANGERSOF THEBOTTLE1. LACK OF HYGIENE ANDCLEAN WATER - infant;are exposed to infectionvia contaminatedbottles, teats andbaby-food

2. H U T E M t t - manymothers m poorcommunities cannotread the instructions onhow much powder touse and how to make 3safe feed

3. EXPENSE - buyingenough commercialbaby-milk can take uptohîlf a poor family sncome

4. OVER-DILUTION -using less than therecommended amountof milk-powder can leaddirectly to malnutrition

5. NEAT - most poormothers have nowhereto keep bottled milkcool and no convenientway of sterilising theequipment.

Í11'

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source: UNICEF

*- --^ '- ' £ / ' •

OUTREACH 39/p.H* Breastmilk provides protectionagainst some illnesses.* Breastfed babies have fewerallergies, less diarrhoea,and fewer ear infections.

Q. What are the other advantagesto breastfeeding?A. Breastmilk is not expensive,

and breastfeeding helps themother and child to developa close and loving relationship.Although not a reliable method,breastfeeding has a powerfulcontraceptive effect. In manycountries, it is the mostimportant factor in preventinganother pregnancy in the firstyear after giving birth.

Q. When should I begin to breastfeedmy baby?A. Right after birth. This helps

to increase your milk supply.The first liquid that comesout of breasts is a clear,yellow fluid called colostrum(said: ko-LOST-rum). Thisis not quite like milk thatwill come out after 2 or 3days. This first liquid isvery good for your baby, andhelps keep your baby fromgetting sick. It looksdifferent from milk, and itis different from milk, butit is very important to letyour baby drink it.

Q. How often should I feed my baby?A. Breastfeed whenever the baby

wants to eat, not by the clock.Frequent feedings allow yourmilk supply to increase asyour baby grows. In thebeginning, mothers oftenbreastfeed 10-12 times overa 24-hour period.

Q. How long should a feeding last?A. There are no set rules. Usually

it is the baby who decideshow long the feedings last:the baby knows when he or she

Q.A.

is full! However, in the earlyweeks, some babies are notvery efficient at nursing orfall asleep at the breast.This means that it may takethem longer than you thinkto get enough milk for theirneeds. As a general rule,nurse 7-10 minutes on eachside at each feeding rightfrom the start.

Should I feed my baby at night?Night feeding is importantto develop a good milk supply.Breastfeeding at night also

takes less time than heatinga bottle at 3 o'clock in themorning!Some mothers feed their babiesvery often during the day todecrease the number of nightfeedings. Do not let the babysleep longer than about 4 hoursbetween daytime feedings orlonger than 6 hours betweenfeedings at night during theearly weeks.

Q. Do I continue to feed my babyoften as it grows?A. As the baby gets older, nursing

patterns change. After thefirst 6 weeks or so, your babymay start to go longer betweensome of the feedings and sleepa little longer at night.But this is different for allbabies. Use your common sense- if the baby is hungry, feedhim or her.

Q. How should I hold my baby whenI am breastfeeding?A. Hold the baby close to the

breast without leaning forward.Leaning down to nurse a babycan lead to back strain andcracked nipples. A good ideais to place a pillow on yourlap. Then, put the baby onhis or her side on top of thepillow. You and the baby willbe tummy to tummy, and thechild's head will not haveto turn sideways to reach thenipple.Another way is to nurse whilelying on your side by placing

OUTREACH 39/P.12

the baby, facing you, on hisor her side. The child's mouthwill be level with the nipple.Do not let .the baby pull downon your nipple to nurse.

Q. How do I put the baby to breast?A. After you have found a

comfortable way to hold thebaby, touch your nipple onthe baby's lower lip. As thebaby opens his or her mouth,bring the child closer andlift the breast up a littleto guide the nipple in. Holdthe baby so that the nippleand i an inch of the dark skinaround it (the areola) arein the baby's mouth. If thebaby does not suck, tip thenipple up towards the ròofof the baby's mouth.

Q. How do I remove my baby fromthe breast?A. Do not pull the baby from your

breast while he or she issucking. Before removing thebaby from your breast, placeyour finger in the child'smouth between the gums. Thiswill break the suction andthe baby will not hurt yournipple.

Q. How do you know which breastto use?A. Use both breasts at every

OUTREACH 39/P.13

you breastfeed, and not bythe size of your breasts.

..eeding. The baby will suckharder on the first breastoffered. So, if you use theright breast last during onefeeding, begin the next feedingusing the right breast.As soon as you finishbreastfeeding, you can tiea ribbon to the bra strap onthe side you used last. Thiswill remind you where to beginat the next feeding.

Q. When should I burp the baby?A. Between sides and feedings.

The baby may not always burp,but always try. Sitting thebaby up, burping him or herand switching sides will helpto wake the baby up and renewthe child's interest in nursing.Some mothers switch sides oftenduring a feeding if the babyis falling asleep on the firstbreast and not taking thesecond.

Q. I have small breasts. Doesthis mean I shall not produce enoughmilk for my baby?A. The amount of milk you produce

is determined by how often

Q. How do I know if the baby isgetting enough milk?A. New mothers often wonder about

this, but there are severalways you can tell that thebaby is well-fed:* The baby is receiving onlybreastmilk and is urinating8 or more times in 24 hours.* The urine is clear and pale,not dark yellow andconcrentrated.* The baby is being fed 8-12times in 24 hours.* The baby is having one ormore bowel movement per day(or an enormous bowel movement,say, every two days).•* You can see milk and hearthe baby swallow duringfeedings.* The baby is gaining a steadyweight.

Q. How long should I breastfeedmy baby?A. Breastmilk alone is enough

for the first four to sixmonths. After that, babiesstill need breast milk, butthey also need extra food.

Q. I must go back to work. CanI continue to breastfeed when I

am working?A. Yes. One or two weeks before

you are ready to return towork (or school), begin usinga bottle. Your baby may acceptthe first bottles more easilyif another person, not themother, gives it to him orher. You can take milk outof your breast by hand andkeep in the refrigerator forup to 24 hours. But remember,it is best not to breastfeedand use a bottle for the firstfew months. Very young babiescan get confused if youbreastfeed and use a bottle.

OUTREACH 39/p.l4

to be much more affected inpregnancy than during nursing.As soon as your breasts enlargein pregnancy, you can weara bra that gives you the supportyou need. During nursing,a nursing bra with flaps inthe cups work well.Immediately after weaning,breasts appear to lose theirshape. But after some monthsthe normal breast shape usuallyreturns.

Q. My breasts feel hard and swollen.What can I do?A. If your breasts feel hard and

too full, do not stopbreastfeeding your baby.Instead, apply a moist, warmtowel to your breasts, massageyour breasts and take out someof the milk by hand beforebreastfeeding the baby.Breastfeed more often.

Q. How should I take care of mybreasts during nursing?A. Every woman should wash her

breasts daily during nursing.Use water, but avoid soapsbecause they dry out the skin.You should also wash your handsbefore feeding to stop anydirt from getting in the baby'smouth.

Q. Will my breasts lose their shapebecause I am breastfeeding?A. The shape of breasts appears

Q. What can I do if my nipplesbecome cracked or sore?A. If you have cracked or sore

OUTREACH 39/p.XS

nipples:^Breastfeed your baby beforehe or she is hungry, so thebaby will not suck so hard.* Breastfeed more often - about7-10 minutes on each breast.* Change your position eachfeeding because holding thebaby the same way all the timecan hurt your nipples.* Check to make sure that thebaby has both the nipple andi an inch of the dark skinaround it in his or her mouth.* Let the nipples air drycompletely before you coverthem after a feeding.* You can put a little breastmilk on your nipples.Breastmilk can help protectmd heal your skin.

Q. Should I continue to breastfeedmy baby if my baby or I get sick?A. Yes, continue to nurse your

baby. Your milk is good, evenif you are sick. And the babygets protection (calledantibodies) from your milk.If you stop breastfeeding,the protection also stops andthe baby may catch your germsand become sick. If your babygets diarrhoea, continue tobreastfeed. The breastmilkwill help the child get better.

Q. Do I eat more food when I amnursing my child, and does thismean I shall gain weight?

A. You should eat more food thanyou normally eat, but you shouldnot gain weight. This isbecause the body requires extraenergy for breastfeeding -and the extra energy is quicklyused up by the baby.

Q. What should I eat while Ibreastfeed?A. Continue to eat foods rich

in protein, iron and calcium,such as dried beans and peas,green leafy vegetables, cheeseand liver. Drink plenty ofliquids, such as water, juicesand soups. Milk is also goodto drink, if you like it, butit is not required to producebreastmilk.

Q. How can my husband help me whileI am nursing our baby?

A. He can help by encouragingbreastfeeding, and also byhelping you with your dailychores in the house and onthe land. Your husband'ssupport may also be neededto encourage you to eat moreand better food.

A tin of spilt water and 1,700 wellsOUTREACH 3 9 / P - 1 6

The Editor,Development Forum,DESI/DPI,United Nations,Room DC1-559,New York, NY 10017U.S.A.

The article below is taken from Development Forum Vol. XIV No. 9November/December 1986, published by the UN Division for Economicand Social Information/DPl and the United Nations University.

If reproduced, please give credit to: Development Forum

rhe mother of six stood up and told the meeting how she had set out at6 o'clock in the morning, arriving at the communal water hole three

hours later. She filled her tin, rested and chatted a while, then started onthe long return walk with her heavy load.

At midday she hit her foot against a stone and tripped, spilling ail thewater. She sat down and cried.

She was so exhausted and disheartened that she was tempted to dragherself home with the empty can. But the thought of her thirsty childrenmade her go back to fetch more water.

So she returned for a second filling of her can. It was 6 o'clock in theevening when she reached her home. Six thirsty children raced to meether, calling out for a drink.

Her story was heard by Rugare Shirt, a nurse at Bulawayo Hospitaland head of the women's section of the Evangelical Lutheran Church inZimbabwe.

Shiri asked the woman to repeat her story in the same simple dramaticway at the Church's General Assembly of Women a few weeks later. Anofficial from the Lutheran World Federation who was in the audiencepromised immediate action.

He was as good as his word. A decision to finance the digging of ruralwells was taken, and the first engineer from the Federation, Piet te Velde,arrived in 1981.

Wells were chosen rather than boreholes because of cost considera-

by GiftSipho Seso

the site had been select-with bent fencing wire orwas for local people tofree.strike rock a man with aover. An engineer and athe community how tothe average depth of

tions and because onceed - often by divinationforked twig - the plando the initial digging

When the diggersblasting licence takesteam of organizers showdig and shape each well,which is 17 metres.

Men dig while women provide them with food. But the managementcommittee of three set up for each welt always has two women -"Always", stresses Shiri. who is the wife of Bishop Jonas Shiri, head ofthe Church in Zimbabwe. "This composition recognizes the fact thathousehold hardships bear more heavily on the women of the family. "

The first completed well was in the Gwanda area, near the village ofthe woman whose story inspired the programme. Rugare Shiri performedthe official opening in September 1981. By the time she inaugurated thesecond well, 100 others were under construction.

The Church, which employs 150 permanent well-workers, was askedby the Roman Catholic Church to build wells in North Matabeleland. Asa result, the region now has more than 160 wells.

Shiri was recently invited to join in village celebrations for completionof some of these projects, and her inspection of the new sources of water

in the dry bushveld inspired her to set up a programme to establishcommunal gardens around such wells.

It was. she said, the joyful sight of the dry earth turning green wherewater had splashed that gave her the idea of making greater use ofwatering points.

Almost 1,700 Lutheran-financed wells have been dug throughout thecountry since independence, 905 in the traditionally dry area ofMatabeleland. More are underway. Expenditure on the programme hasbeen increasing consistently, and now runs at about $5 million a year.• When Shiri became a leader of the women's section, just over 10 yearsago, she called on the senior women in each rural Lutheran parish(administrative dis tic t) to tell her their problems: "Just write aboutanything and everything thai interests you. Write to me about anythingthat worries you. " Rural families had never received such an offer. Theirreplies took weeks, sometimes months, to arrive Some containedrequests for urgent help. But in all the greatest, the mosr agonising needwas water. GEMINI

Gift Sipho Siso is a Zimbabwean journalist currently based in Bulawayo.

OUTREACH 39/P-17

THE WONDERFUL WORLD OF WILLY WARTHOG by Leanore Bittner

This story may be reprinted for any non-commercial educational purposein any developing country. If reproduced, please include the followingcredit on the title page:

Copyright 1987 by Leanore Bittner. Reprinted with permission of theauthor, Leanore Bittner.

For more information on "The Wonderful World of Willy Warthog", writeto: Leanore Bittner, 4545 55th Avenue, N.E., Seattle, WA 98105, U.S.A.

The Wonderful World of Willy Warthog may be presented as a completestory, or may be published as a serial in three parts. Part 1: Snared!,printed in OUTREACH issue 38, introduces Willy the Warthog, anddescribes what happened when his friend, Gerry Giraffe, got intodifficulties. Part 2: Friends appears below. It is about Willy'sfriends and some of the dangers that they face. Part 3: The mysteriousyellow monster, in OUTREACH issue 40, describes the changes that aretaking place to Willy's home, and how these changes threaten the livesof Willy and his friends.

Part ?• FRIENDS

Most of our neighbours inthe Park are friendly and don'thurt us or each other. They shareall the food. Each animal familyeats a different kind of grass,or leaf, or fruit, or root. Wouldyou believe I've counted about120 different kinds of grass aroundhere? Everything from tender redoat grass and star-grass, to toughtussock grass. And there's onecalled Pennisetum which tastesso yucky that nobody eats it unlessthere's nothing else! If theanimals have arguments, they settlethem mostly without hurting eachother. Let me introduce you tosome of my friends.

Maybe my best pal is JonnyJackal (maybe because we're aboutthe same size). He lives withhis parents and his sister in aburrow, just as I do. We playtag in the tall grass until suddenlyJonny pounces on a mouse! Whilehe enjoys his snack, I nibble afew shoots of new grass and thenoff we go again. We also liketo chase the baby ostriches intheir nursery flock. They're sosilly-looking! But we have to

be careful because the two parentslooking after them have long, stronglegs and can give you a very meankick.

It's fun to visit my impalafriends who live near the woodsin the hilly parts of our Park.There, the trees make for wonderfulgames of hide 'n' seek. The impalasare fun until they grow and theboys get horns. Then, the onlything they're interested in ischasing girl impalas. My youngerimpala friends live in a big herdwith their mothers and father anda whole bunch of cousins and aunts.Their uncles all live in theirown herd: I don't know why ~ canyou figure it out?

The bushbucks are friendly,too, but very shy. They live deepin the woods and are sometimeshard to find because of theircolours and stripes and spots -just like sunlight on the trees.Down by the rivers I can also finda good game with the youngwaterbucks. We can chase baboonsand monkeys; that is, until theirhuge families come running afterus. In fact, I guess I like all

the antelopes and gazelles - eventhe kongoni and eland.

During the hot, dry months- August to November where I live- I also have the chance to meetmany new friends because then astrange thing happens. Almostovernight our Park is suddenlyfilled with wildebeest and zebrafamilies. Most of them haveyoungsters I can play with. I'veheard that they come from a landhundreds of miles away. My familydoesn't travel much - except forthose two stupid brothers I toldyou about. The wildebeest andzebra families come to our Parkwhen their home country has nomore food. Then, when the rainscome here, they go back home.That's a lot of walking! And verydangerous, too, because lions andleopards are waiting to catch themalong the way. Yet, they makethis trip every year! I'm alwayssad when they leave.

One of the friendliest ofthe animals (though you wouldn'tguess it to look at her) is RhodaRhino. I wouldn't say that I

OUTREACH 39/p.lS

exactly play with her, becauseshe's about 20 times bigger thanI am. But she's very motherlyand kind - most of the time. Whenshe has a baby, though, she getspretty cranky. She's so afraidsomeone might hurt her baby, andbecause she can't see well, sjiecharges anything she hears! I'veheard stories about how some humanskill rhinos. It seems that theywant the poor rhinos' horns! Ican't figure it out. But I guessthat's why Rhoda sometimes getsvery upset.

I can just hear you asking,"Well, how about the lions, andleopards and cheetahs - are theyfriends, too?" Let me put it thisway. The big cats are okay mostof the time. In fact, the lionsare pretty easy-going and sleepmost of the day. At night, whenthe lions hunt, I'm snug and safewith my family in our burrow, sothe lions usually don't botherme. And the cheetahs arepush-overs!

Let me tell you about thetime I was visiting my cousin and

I chased every one of Qnisia's four waitingchildren.

her family over on Oloonjuo Ridge.We were just catching up on allthe news about my family at LoneTree, when suddenly Chisia Cheetahcame tearing through our gatheringat 50 miles an hour! She wasrunning down a young gazelle tocatch it and teach her childrensomething about hunting: she letsthem kill the hunted animal andeat it. Thank goodness this gazellewas no one I knew! Anyhow, Chisiarudeness in scaring us made meso angry I chased every one ofher four waiting children! Youshould have seen them run ! I didn'thurt them, though. After all,they hadn't done anything to hurtus. Besides, they were too youngto know that I use my beautiful

OUTREACH 39/P.19

curved tusks only for diggingdelicious roots. I saw them ashort time later playing togetheron a dead tree, still waiting fortheir mother to return with thecatch.

The younger lions like toplay a lot with each other. And,though my parents doa't know it,sometimes I play with a very gentleyoung lion called Lionel. I canusually find him hiding at theedge of the woods because he'sso shy. We may play running gameswith the small cats, like SaritaServal and Gina Genet, until theyget tired and lie down in the tallgrass. Then, we can't find themagain!

I'll say this for the lions:they stick together and help eachother. I even saw Lionel's AuntDelilah catch an ostrich for her

' \W¿

*•!""?

hungry sister who had been hurtin a fight with another ostrich.The big bird had kicked poor Brendain the face. Now she has a bigscar there. I hope she doesn'tmind when we call her Brenda Scar.She also had a sore leg, so shecouldn't catch her meals by herself.Do you know, Delilah let Brendaeat all the meat she wanted beforeDelilah took a single bite!

You're probably wonderingwhy I haven't told you anythingabout leopards. The truth is thatthe leopards' tale is kind of asad one, and I don't like to thinkabout things like that. You see,the leopards are probably the mostbeautiful animals around, and that'swhat causes them so much trouble.According to my parents (and theparents of my friends), it seemsthat humans think that the leopard'scoat is so beautiful that if theytake the leopard's coat and wearit themselves, they, too, willlook just as nice!

I know that sounds crazy,but that's what makes life so hardfor the leopards, and what makesthem so shy. Because, of course,when the humans take the leopard'scoat, the poor thing has to diefirst. As if it weren't bad enoughthat hyenas and baboons are alwaystrying to steal the leopard's food!

Anyhow, my mum knows a leopardnamed Leila, and has heard fromher how hard it is to bring upher babies when they're alwaysforced to run and hide. I askedLeila if it was okay for you tomeet her, but she wouldn't comeout of the shade. She doesn'twant anyone to see her too closely.I wonder whether things will everbe better for her...

I have one more lion storyfor you. It explains some otherthings I've told you. One day,late in the afternoon, as the sunwas almost touching the Ngong Hills,I found myself at the beginning

OUTREACH 39/P-20

of the road to Ormanyi Dam, justat the bottom of a hill. I wasmunching my last nibble of ascrumptious, juicy root, whensuddenly I felt little pricklesall over my skin. My sixth sensetold me that danger was near !I looked behind me and all I sawwas Delilah Lion coming throughthe grass. I had no reason tobe frightened because she had neverchased me. Then, in a flash, Isaw her whiskers go forward, andI knew that this was going to bethe first time, and, if it didn'trun as fast as I could, it wouldbe my last! She wanted to eatme - me ! !

For a split second I stoodlike a stone. And in that tinybit of time, I smelled somethingthat seemed to be over the topof the hill - something that mightsave me! Delilah had alreadyquickened her pace when I startedrunning. It was uphill, remember.I was running so fast I didn'tthink I could get another breath!Still, she was gaining on me.Just when I knew I couldn't possiblyget away from her, I reached thetop, and what was at the top stoppedDelilah in her tracks! It wasa huge herd of big, mean Capebuffalo: so many buffaloes thatno lion would dare go near. Iran straight into the herd - betweentheir legs and under their bellies.I was finally able to slow downand catch my breath enough to beable to laugh at the sight of avery disappointed Delilah. Well,I vowed then I would have to bemore careful - always.

OUTREACH 39/P.2XTEACHERS'/PARENTS' PAGE

EDUCATIONAL ACTIVITIES ON BREASTFEEDING

Development Education Project,The International Service Association for Health, Inc.,P.O.Box 15086,Atlanta, Georgia 30333U.S.A.

This teaching unit is taken from: "Healthy Children / Healthy World",a curriculum guide developed in May 1986 by Cynthia Dean for INSA,the International Service Association for Health, Inc. for use in theCampaign for Child Survival.

The development of this manual was made possible through a matchinggrant from the U.S. Agency for International Aid and INSA. TheInternational Service Association for Health, Inc. is an internationalhealth and development agency with permanent programs in India, Haitiand Atlanta. Its development education project has worked with schools,educators, churches, corporations and youth groups since 1982.

This teaching unit is copyrighted, but it may be reproduced foreducational purposes in developing countries. If it is reproduced,please give credit to: Cynthia Dean / INSA (the International ServiceAssociation for Health, Inc.,)

NOTE TO TEACHERS/PARENTSThis teaching unit is intended for use in middle schools through thebeginning years of high school, but the activities can be adapted foruse with younger children. Enrichment activities and suggestions forways to become involved are included at the end of the unit. Morein-depth suggestions are included for older children.

Descripción

This unit will actempc, in a sensitive way, to demonstrate thepositive aspects of breast-feeding, while avoiding the connotación thatonly poor people breast-feed, or need to. This lesson also seeks to•void casting in s negative way» chose mochers who choose not to breast-feed. Positive reasons for giving babies 'nocher's milk1 as well asdisadvantages Co bottle-feeding in developing countries will be discussed.Breast-fed Infants in developing nations have much higher survival racesduring their first six months of lixe.

Related Subjects: Science, Nutrition, Health

Objectives: At the end of this session, the students will be able to:

1) Describe ac least Cvo advantages of feeding babies nocher'a mille.2) Describe some disadvantages tu bottle-feeding in developing

countries»3) Identify significant differences between survival rates of breast

and bottle-fed infants.

Procedure: OUTREACH 39/p.22

1) Review with students some characteristics of mammals. Askif various animals are mammals? Are humans?

2a) FIRST OPTION: Show pictures of animals suckling. Aak childrenwhat the animals are doing. This can begin a discussion oncertain types of milk for ctrtaln animal». Do pigs drinkdog's milk, etc.?

2 b) SECOND OPTION: for old«r students. Omit animal pictures. Havetht class as a group list the advantages/disadvantages of breast-feeding and the advantages/disadvantages of bottle feeding onthe bo?rd. Ask them which advantages of bottle-feeding mightnot b« present in the developing world, which disadvantagesof breast-feeding might not apply, and so forth.

3) Aak what human babies drink. Explore with students che changeathat need co be made for cow's milk Co be used by babies. Inmuch of che developing world, goat's milk la used in place ofcow's Bilk. Whac good properties do they chink human milk has?What are some reasons mochers would give cheir milk co babies?The concept of antibodies can be explored. The advantages canbe listed on che board.

Enrichment Activities

Have children research various animals and how chey feed chelryoung.Research an Infant's food needs from birth co two years ofage, and share results with class.Hake a chart or poster that represents a baby's growth in chefirst two years.Use popular magazines and cue our. pictures of babies, mothersbaby food and formula. Do you find many pictures of bableabreast-feeding? Drinking front bottles? Put them together in acollage.

For Older Students

L«c students Interview a new mother who breast-feeds her baby.Why did she choose to do so?

Research a woman's food and nutrition needs during breast-feed-ing. Are they different from when she is not pregnant or breast-feeding? Explain the differences.

Talk with a pediatrician, internist or an allergist about theimmunization properties of breast-milk. What common ailmentsare prevented? For what period of time*? What substances arepassed on through a mochers milk? What dietary restrictionsmight be placed on a nursing moth«r?

TEACHERS«/PARENTS' PAGE OUTREACH 39/p.23

Regional Population Education Programme,UNESCO-UNFPA,Regional Population Education Clearing House,CRESALC-UNESCO,Apartado Postal 62090,Caracas 1060 A,VENEZUELA

The activity below is taken from Unit 2 ("Together Men and Women WillMake a More Just, Human and Constructive World.") in PopulationEducation Teaching Guide: Third Grade of Basic Education by JairoPalacio, Maria C. Arango, Rafael Mazín, Socorro Espinales, IsobelQuintero, José Pinto, María V. Castro and Socorro N. de Márquez. Theguide was published in 1985 by UNESCO Regional Population EducationProgramme, with the financial support of the United Nations Fund forPopulation Activities (UNFPA).

The activity may be reproduced for educational purposes only, providedthat the source is quoted, and UNESCO Regional Education Programmeis notified.

Other activities from Unit 2, "Mr. and Mrs. Towers and the Children..."(Let's Work Together) and "Who?" (It's Good to Know That We All Can!),appear in OUTREACH issues No. 38 and 40 respectively.

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OUTREACH 39/P.28RESOURCES

TEACHING-LEARNING RESOURCES FOR PREGNANT AND BREASTFEEDING WOMEN

UNESCO,Division of Science, Technical and Environment Education,7 place de Fontenoy,75700 Paris,FRANCE(contact: S. Van der Vynckt, Ph.D. Nutrition Education Programme)

The teaching-learning resources described below are taken from:"Show and Tell: A Worldwide Directory of Nutrition Teaching-LearningResources" UNESCO Nutrition Education Programme, Paris 1985

This directory is a remarkable collection of both in- and out-of-schooleducational materials, and is part of the new UNESCO RESOURCE PACKFOR NUTRITION TEACHING-LEARNING. The directory is indexed by regionand country.(* items the directory considers outstanding in one way or another- either because of content, graphics, organisation or general design)

Chile Spanish

Ml CUADERNO. PROÏECTO PARA EL CONTENTS: ¿Por qué es bueno dar pecho?FOMENTO DE LA LACTANCIA MATERNA Mientras doy pecho tengo que comer

Tomar bastante liquido antes de poner el niñoFORMAT: Booklet, 32 pages, al pecho12cm x 18cm, illustrations No fumar durante el embarazo, ya que puede danar

al nidoCONTACT: Projecto S.N.S. -CONPAB, Instituto de Nutrición COMMENTS: Small notebook with health reminders fory Tecnologia de los Alimentos, pregnant women. Happy illustrations.Universidad de Chile,Santiago, Chile SUGGESTED USE: Parents-to-be, community

Fiji English -M-

FEEDING BABIES WITH LOVE CONTENTS: Breastmilk compositionby; Linda Knierieman and Dangers of bottlefeedingGloria McConnaghy. 1983 Breastfeeding and contraception, drugs

Working mothersFORMAT: Booklet, U5 pages, My bBty is allergic to my milksize 1, illustrations I have twins

Things the health worker can doCONTACT: Ministry for Healthand Social Welfare, COMMENTS: Good design, straightforward presentation.National Food * Nutrition Discusses many incwrtant topics. An excellentCommittee, booklet. Useful elsewhere.Suva, Fiji

SUGGESTED USE: Community, secondary school,parents

India nr.glish

BETTER CHILD CARE CONTENTS: Ante-natal nutrition, breast-1977 feeding, post-partum nutrition, infant

nutrition and health, sanitationFORMAT: Booklet, 52 pages,size 1, photographs in colour COMMENTS: Useful. Straightforward andmd black and white relevant information. Good booklet. Could

be adapted for use elsewhere.CONTACT: Voluntary HealthAssociation of India, SUGGESTED USE: Community, parentsC-l1* Community Centre,Saftifirjung Development Are»,New Delhi 110016,India

OTHER UN0UAÜKS: Hind i , Benga l i ,Assamese, Garo, Gujara t i ,Knnnaria, Khasi , Malays ian ,Mar-rit.h i , • r i y a , Pun j ab i , Tamil ,TeLUKU arni Urdu

OUTREACH 39/P-29

Mexico Spanish

GUIA NUTRICIONAL PARA LA MUJEREMBARAZADA Y MADRE LACTANTE

FORMAT: Pamphlet, 16 pages,size 1, illustrations

CONTACT: Instituto Chihuahuensede Investigación y Desarrollode la Nutrición,Chihuahua, Chihuahua,México "

CONTENTS: Una alinentacion adecuadaLeche maternaLa dieta de la. nujer embarazada tiene ur.zdoble finalidadCalendario de nutrición para el lactante

COMMENTS: Directed to pregnant, WOEÜII with somepostpartum nutritional advice, .-̂ tractiveillustrations.

SUGGESTED USE: Parents, community

Morocco Arabic

HIMAÏET SIHHET ALOUMM WA ALTEFLE(Protection of Maternal 4Child Health)

FORMAT: Booklet, 26 pages,size 3, Illustrations

CONTACT: A.S.B.U./Unesco,Al Rabat,Morocco

CONTENTS; Protection of mother's health duringpregnancyPre-natal and post-natal nutritionCare of your baby, breast'feeding, complementaryfeeding, solid food, immunizations

COMMENTS: Direct style, easy to understand.

SUGGESTED USE: Community, parents

Papua New Guinea English

"ÏOU CAN BREASTFEED AND WORK"SUSU MAMA'S BOOKLET

FORMAT: Booklet, lit pages,

size I», Illustrations

CONTACT: Susu Mama,P.O. Box 585T, Boroko,Papua New Guiñen

CONTENTS: Topics covered include:Br«ast Is best, Papua New Guinea's baby bottlelegislation, some ideas about working, Job-leave,support etc.Child care: Baby's food, other points aboutbreast-feeding

COMMENTS: Very supportive, with mny good ideasabout working and breast-feeding. Could beuseful elsewhere.

SUGGESTED USE: Community, nxjthers

Philippines English *

BREASTFEEDING t A GUIDE FORNURTURING YOUR BABÏïiyT Mary Ellen Garfeade Jesusand Suchlnta AbhayaratnaWijesoorlva

FORMAT; Booklet, Ul pages,size 1, Illustrations andcolour photographs

CONTACT: Nursing Mother'sAssociation of the Philippines,Manila, Philippines

CONTENTS: Colostrum and Its advantagesHow the breasts produce milkManual expression of breastmilk, Karmet techniqueHow to store, freeze and thaw expressed milkRelactation

COMMENTS: Thorough explanations of moat aspectsof breast-feeding. Very good booklet. Usefulelsewhere.

SUGGESTED USE: Secondary school, mothers

Saudi Arabia Arabic

AL ENAÏA BEL HAMEL(How to taJce care of apregnant woman)

FORMAT: Pamphlet, 6 pages,size 3, illustrations

CONTACT: Ministry of Health,Nutrltlor. k Health Division,Riyadh, Saudi Arabia

CONTENTS: Visits to the mother care centreNutritional need» during and after pregnancyHow to keep clean and to take care of yourbreastsHealthy habits

COtMENTS: Simple and clear.

SUGGESTED USE: Pregnant women, new mothers

QOÏREACH 39/P.30

INFORMATION AND EDUCATIONAL RESOURCES FROM UNICEF: BREASTFEEDING

UNICEF Division of Information and Public Affairs,UNICEF House,3 UN Plaza,New York, NY 10017U.S.A.

The information below is taken from the reference list of materialsavailable on Children's Survival and Development Revolution producedby UNICEF's Division of Information and Public Affairs in September1985. If reproduced, please give credit to: UNICEF

Slide sound sets

Successful Breastfeeding (for mothers, nurses, midwives) SO slides, casitítte and m.r ip18 minutes. (produced by PSC in 1984) English version available from Now York,

Bangladesh: Mother's milk is beat 68 slides with cassette and script(produced by UNICEF Dhaka)

Breastfeeding your baby teaching guide, 141 slides and cassette, notes,poster, booklets (produced by the Caribbean Food and Nutrition Institutewith support from UNICEF)Lo mejor: lactancia materna (for mothers in urban marginal areas)74 slides and a cassette. Spanish (produced by UNICEF Guatemala)

Caribbean;

Cassettes

Ivory Coast: Song promoting breastfeeding - sung by Nayenka Bell with music byNational Police Force - cassette - French (produced by UNICEF Abidjanand National Public Health Institute)

Publications

Afghanistan

Bangladesh

I nd i a :Ivory Coast:

Korea :

Pakistan.

Peru :

Philippines.

KitsM/East &N/Africa:

Mother's milk: elixir of infant life (produced by the Dept. of Kindergartens, Ministry of Education, with assistance of UNICEF Kabul). D<*r i.

Shishu Diganta (A child's horizon) No. 13 -- issue promoting breaa t f't:*.;d int-j(produced by UNICEF Dhaka) Bangla.Leaflets promoting breastfeeding (produced by UNICEF New Delhi )La Conduite Du Sevrage - (published by UNICEF and the tvorian National

Institute for Public Health) French,Pamphlet promoting breastfeeding. Korean (produced by the Korean

Citizen's Alliance for Consumer Protection sponsored by WHO Manila)Booklets and flipchart promoting breastfeeding (procuded by UNICEFIslamabad) Urdu.Por que es mejor la lactancia materna? booklet . Spanish (produced by

Minis-try of Health and UNICEF Lima)The right way to breastfeed - mother's milk the best for baby booklet

Pilipino fproduced by UNICEF Manila)

Breastfeeding kit including articles, poster, photo sheets (produced by UNICEFMENA Amman)Arabic.