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New York University / Steinhardt
Department of Nutrition, Food Studies, and Public Health
FOOD-GE 2039 FOOD POLICY AND POLITICS: FALL 2014
30 hours: 3 points. Mondays 4:55 to 6:35 p.m. Silver 405
Instructor: Marion Nestle, Paulette Goddard Professor of Nutrition, Food Studies, and
Public Health
Office hours: Usually from 3:30 to 4:30 on Mondays at Argo Tea on Washington Place (but
check first), and by appointment. marion.nestle@nyu.edu. Office: 411 Lafayette, 5th floor.
Blog: www.foodpolitics.com Twitter @marionnestle
Course Assistant: Kate Newburger kn721@nyu.edu Office hours: Mondays at Argo Tea,
6:45-7:45; and Tuesdays 5:45-6:45 at 411 Lafayette, 5th Floor, or by appointment.
Note: When sending e-mails, please put FPP14 in the subject line.
COURSE DESCRIPTION
This course is based on the premise that rational and desirable policy goals for any society
are to develop and maintain food systems that promote health, protect the environment, are
sustainable, and support the livelihoods of participants, but that not everyone in society
agrees with this premise. Hence: politics as well as policy.
The course deals with how governments—particularly that of the United States—design and
implement policies and programs to foster social goals such as ensuring a sufficient,
nutritionally adequate, safe, affordable, and sustainable food supply. It examines why and
how governments do or do not decide to set policies; reviews how stakeholders in the food
system use the political system to influence policy development; identifies the social,
cultural, economic, and political factors that influence stakeholder and government positions
on policy issues; and describes the ways in which these factors promote or act as barriers
to policies aimed at promoting public health, agricultural sustainability, and environmental
protection.
Throughout the course, students are encouraged to question assumptions and premises and
to consider whether food choices should be matters of policy or should be left to
individuals. Should governments have a role in food policy? If so, what should that role be?
The course emphasizes analysis of the:
 Research and other evidence used as a basis for food policy development.
 Context (nutritional, political, economic, cultural, etc.) in which food policies are
developed.
 Processes through which stakeholders influence policy decisions.
 Methods through which government agencies translate policies into regulations and
programs.
 Consequences (intended and unintended, positive and negative, measurable and not)
of policies promoting healthful and sustainable food.
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COURSE OBJECTIVES
 Define what is meant by policy, and explain how policies differ from programs.
 Describe the principal areas of domestic and international nutrition, food, and
agriculture policy and current issues related to those policy areas.
 Identify the government agencies primarily responsible for each area of food and
nutrition policy, explain their roles, and describe their principal policy goals and
methods for achieving them.
 Explain what is meant by “food system,” the policy and political issues raised by this
term, and the principal stakeholder groups and positions on food system issues.
 Identify the ways in which social, cultural, economic, commercial, and institutional
factors promote or act as barriers to the design and implementation of agriculture,
food, and nutrition policies and programs, and the ways in which these policies and
programs affect health.
 Identify the principal health–related problems linked to food and nutrition. Explain
how these problems, in both U.S. and international populations, may (or may not) be
linked to domestic and international food policy.
 Identify and apply the methods by which stakeholder groups affect the design and
implementation of agriculture, food, and nutrition policies.
 Describe arguments that support and counter the position that government should
or should not be involved in the food choices of individuals.
 Demonstrate the ability to analyze the principle elements of food and nutrition
policies: rationale, goal, implementation strategy, stakeholder positions, and politics.
Public health (GIPH) and public health nutrition objectives
 Identify the social, cultural, economic, environmental, and institutional factors that
contribute to the risk of undernutrition and overnutrition among populations.
 Demonstrate the linkages between agriculture, food, nutrition, and public health.
 Promote policies to ensure the safe production, distribution, and consumption of
food.
 Apply population-based research findings to the development and implementation of
nutrition policies and programs in the United States and internationally.
COURSE READINGS
Required texts: available at the NYU Bookstore, online, and in the library on reserve.
 Nestle M. Food Politics: How the Food Industry Influences Nutrition and Health,
UC Press, 2013.
 Poppendieck J. Free for All: Fixing School Food in America. UC Press, 2010.
 Nestle M. Safe Food: The Politics of Food Safety, UC Press, 2010.
 Imhoff D. Food Fight: The Citizen’s Guide to the Next Food and Farm Bill.
Watershed Media, 2012.
 Freudenberg N. Lethal but Legal: Corporations, Consumption, and Protecting Public
Health. Oxford University Press, 2014.
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Additional course readings
These are listed in the course outline by category.
 Required readings—books, articles, reports—are indicated by this symbol: 
 Background information and specific sources are listed under Browse.
 Add-ons: If especially relevant documents are released during the semester, these
may be added as announced by e-mail and in class (but will be kept to a minimum).
Current events
You are expected to read (in print or online) a national daily newspaper influential in policy
matters—for example, the New York Times, Wall Street Journal, Washington Post, Politico,
Yahoo, Huffington Post-- as a basis for discussion and analysis of food and nutrition policy
events as they occur in real time.
EXPECTATIONS
 Class begins and ends on time; please adhere to schedule.
 Cell phones off; No unrelated Internet activity during class time.
 Complete assigned work on time; there will be penalties for late work (1/2 grade per
day).
 Plan ahead: no incomplete grades are given (except in dire, documented
emergencies).
 Your voice matters: Participate. Take responsibility for your own learning. If you
don’t understand something, ask! If something isn’t working for you, please speak up
and bring it to instructors’ attention immediately.
GRADING (details follow beginning on page 11)
 Participation: class discussion, weekly questions
 4 short assignments, 15% each
 Group project
10%
60%
30%
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FOOD POLICY AND POLITICS: READING & ASSIGNMENTS, FALL 2014
CLASS
DATE
FOOD POLICY TOPIC
ASSIGNMENTS
Readings should be completed and ready to discuss by the
indicated class date. Links are live. Papers on NYUClasses are
under Resources.
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Sept 8
Food policy and politics:
Introduction
Food Politics: Foreword, Prefaces; Introduction; Appendix
Start reading the 2010 Dietary Guidelines for Americans
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Sept 15
Policy: Dietary Guidelines
Problem: Diet-related
disease
Purpose: Educate
individuals
Food Politics: Part 1; Afterword pages 375-389.
The 2010 Dietary Guidelines for Americans
Selected messages for consumers
Dietary Guidelines 2015: Overview, go to Read Public
Comments, Search for and read Comment ID #578 (browse
others on other topics).
Browse:
 History of Dietary Guidelines
 The 2010 Dietary Guidelines Advisory Committee
report
 ChooseMyPlate home page
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Sept 22
Policy: Healthy People
2020 (Nutrition, Weight)
Problem: Diet-related
chronic disease
Purpose: Prevent obesity
 Food Politics: Part 3; Afterword pages 389-412.
 About Healthy People
 Healthy People Framework
White House Task Force on Childhood Obesity. Solving the
Problem of Childhood Obesity within a Generation, May 2010.
Read Intro, one or two sections, Conclusion. Browse
recommendations.
Wilson D, Roberts J. Food fight: How Washington went soft
on childhood obesity, Reuters special report, April 27, 2012.
Browse
 History, Healthy People process
 Nutrition and weight status objectives
 Let’s Move! site
 CDC site on adult obesity
 CDC site on childhood obesity
 WHO Controlling the global obesity epidemic
 WHO Fact sheet on obesity and overweight
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4
5
Sept 29
Oct 6
Policy: Food labels
Problem: diet-related
illnesses
Purpose: educate the
public
 Food Politics, Part 4
 FDA's home page on proposed label revisions
 Sugar Association’s comments on added sugar
Policy: Soda taxes and
size caps
Problem: Obesity
Purpose: Regulate the
food industry
 PLoS series on Big Food, July 2012
 Editorial: The food industry is ripe for scrutiny
 Stuckler D, Nestle M. big food, food systems,
and global health
Brownell KD, et al. The public health and economic benefits
of taxing sugar-sweetened beverages. New England J Med
2009;361:1599-1605.
Browse
 Public comments on Nutrition and Supplement
Facts panels
 Public comments on standards for serving sizes
 FDA health claims rules, home page
 FDA menu and vending labeling proposed rules
 FDA Front-of-package initiative
 USDA Meat & Poultry labeling fact sheets
 European Union food labeling requirements
 European Union food health claim rules
Browse
 NYC Dep’t of Health Materials on sugary drinks
(maximum size)
 New York State Supreme Court decision, 3-11-13
 Appeals court decision, 6-26-14
DUE: Policy analysis #1
DUE: Policy area of interest for final project
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Oct 13
Oct 20
FALL RECESS
Politics: lobbying
Food Politics: Part 2, and Conclusion
Big business wins capitol food fights, Sacramento Bee,
August 17, 2014
Fang L. Where have all the lobbyists gone? The Nation,
March 10-17, 2014.
Browse
Congressional Research Service. The Federal Rulemaking
Process: An Overview, June 17, 2013.
DUE: Lobbying analysis
Distributed: team assignments
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Oct 27
Policy: The Farm Bill
Problem: Maintaining an
adequate food supply
Purpose: Support farmers
Imhoff, Food Fight: Intros, 1-6, 8-12, 16, 25 (browse the
rest of the wedge issues)
The 2014 farm bill (reading instructions given in class)
Congressional Research Service: What Is the Farm Bill? July
23, 2014.
Smith B. Don’t let your children grow up to be farmers. NY
Times, August 8, 2014. Salatin J. Response, NY Times, August
15, 2014.
Browse
 USDA Commodity program summary, July 2014
 USDA’s implementation of the farm bill
 Food & Water Watch. Do Farm Subsidies Cause
Obesity?
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Nov 3
Policy: The Farm Bill: Title
III Trade and Aid
Problems: Foreign
relations; international
food insecurity
Purposes: Protect U.S.
agricultural interests;
feed the hungry
Imhoff, Food Fight 13, 14
USDA Foreign Agricultural Service trade agreements
Love P, Lattimore R. International Trade, 2009. Read
Introduction (8-14), Chapter 4 (54-75), Chapter 5 (76-91).
Institute for Agriculture and Trade Policy. Trade above all,
July 25, 2014.
Jamie Oliver on TTIP, August 16, 2014
USAID fact sheet on US food aid reform, 2014
Loewenberg S. Multiple crises overwhelm emergency food
relief agencies. Lancet 2014;384:482-483.
OXFAM infographic on food aid reform, May 5, 2014
Browse
 Title III in the 2014 farm bill
 World Trade Organization (WTO) home page
 WTO Agriculture negotiations
 US State Department trade policies
 FDA Imports and exports home page
 Codex Alimentarius (international food safety
standards) home page
Due: team problem topic
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Nov 10
Policy: The farm bill: Title
IV SNAP
Problem: food insecurity
Purpose: alleviate food
insecurity
Imhoff, Food Fight 7
USDA SNAP home page
USDA SNAP data home page
Center for Study of the Presidency and Congress. SNAP to
Health: A Fresh Approach to Strengthening the Supplemental
Nutrition Assistance Program, 2012.
Simon M. Food stamps: follow the money, 2012.
Browse
 Title IV, Subtitle A, in the 2014 farm bill
 USDA Food insecurity measurement page
 USDA food assistance home page
 FAO hunger home page
 World Food Programme home page
DUE: Policy problem analysis
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Nov 17
Policy: Healthy, HungerFree Kids Act of 2010
Problem: childhood food
insecurity
Purposes: feed children;
prevent childhood obesity
Poppendieck, Free for All
Browse
 Healthy, Hunger-Free Kids Act of 2010
 USDA home page for HHFKA
 Appropriations Act, 2012: Section 743 (pizza as
vegetable)
 School Nutrition Association press releases
Guest lecture: Kate Adamick, Cook for America
DUE: Final team topic
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Nov 24
Policy: Food Safety
Modernization Act of
2011
Problem: Foodborne
illness
Purpose: Prevent unsafe
food
Nestle, Safe Food: Prefaces; Introduction; Part I (Chapters
1-4); Epilogue 281-298
Browse
 FDA Food Safety Modernization Act home page
 FDA recall announcements
 USDA recall announcements
 CDC outbreak surveillance
 CDC Multistate outbreak investigations
 Attorney Bill Marler’s blog
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Dec 1
Policy: Label GMOs
Problem: Regulating
emerging food
technologies
Purpose: Transparency
Nestle, Safe Food: Part II (Chapters 5-8); Epilogue 277281. Browse: Appendix on the science of plant biotechnology.
Wines M. Invader batters rural America, shrugging off
herbicides. NY Times, August 11, 2014.
Browse
 Just Label It state initiatives
 FDA completed consultations on bioengineered foods
 FDA home page on genetically engineered salmon
 FDA nanotechnology home page
 FDA animal cloning home page
DUE: Policy analysis #2
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Dec 8
Politics: corporate
influence
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Dec 10
Politics: Advocacy
Dec 17
5:00 p.m.
Freudenberg, Lethal but Legal
Guest lecture: Prof. Nick Freudenberg.
DUE: Team policy analysis paper
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ADDITIONAL RESOURCES
International food policy
 Pinstrup-Anderson P, Watson DD. Food Policy for Developing Countries: The Role of
Government in Global, National, and Local Food Systems, 2011
 Fan S, Pandya-Lorch R, eds. Reshaping Agriculture for Nutrition and Health.
International Food Policy Research Institute (IFPRI)
Blogs focusing on nutrition and food policy
 Marion Nestle: http://www.foodpolitics.com
 Michele Simon: http://www.eatdrinkpolitics.com/
 Parke Wilde: http://usfoodpolicy.blogspot.com
 AGree http://www.foodandagpolicy.org/blog
Advocacy organizations, nutrition and food policies
 Agriculture and Food Policy Center at Texas A&M
 California Food Policy Advocates
 Center for Science in the Public Interest (CSPI): nutrition policy
 Food First policy publications
 Food & Water Watch: policy briefs
 Rudd Center for Food Policy and Obesity: obesity policy
 Institute for Agriculture and Trade Policy
U.S. government food and nutrition policy websites
 US House of Representatives. How our laws are made, 2007
 Office of the Federal Register. Guide to the rulemaking process
 USDA Center for Nutrition Policy and Promotion (dietary guidelines)
 DHHS Office of Disease Prevention and Health Promotion
 USDA home page for policy topics
 FDA food regulation home page
 FTC regulations and policies
 Congress legislation
 Congressional Research Reports archived at National Agricultural Law Center and at
Federation of American Scientists
New York City and State food policy
 New York State Council on Food Policy
 New York City food
 Scott Stringer Blueprint for a Sustainable Food System
 NYC Food Policy Center
International food policy organizations
 Food and Agriculture Organization (U.N.)
 World Health Organization (U.N.)
 International Food Policy Research Institute (IFPRI)
 United Nations Special Rapporteur on the right to food (Olivier De Schutter)
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STEINHARDT AND GIPH POLICIES ON DISABILITIES AND ACADEMIC INTEGRITY
Students With Disabilities
Any student attending NYU who needs an accommodation due to a chronic, psychological,
visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with
the Moses Center for Students with Disabilities at 212 998-4980, 240 Greene Street,
http://www.nyu.edu/csd
Academic Integrity Statement
Academic integrity is the guiding principle for all that you do; from taking exams, making
oral presentations, to writing term papers. It requires that you recognize and acknowledge
information derived from others, and take credit only for ideas and work that are yours.
You violate the principle of academic integrity when you:
 Cheat on an exam;
 Submit the same work for two or more different courses without the knowledge and
the permission of all professors involved;
 Receive help on a take-home examination that calls for independent work;
 “Collaborate" with other students who then submit the same paper under their
individual names.
 Give permission to another student to use your work for a class.
 Plagiarize.
Plagiarism1 is one of the gravest forms of academic dishonesty in university life, whether
intended or not, is academic fraud. In a community of scholars, whose members are
teaching, learning, and discovering knowledge, plagiarism cannot be tolerated. Plagiarism is
failure to properly assign authorship to a paper, a document, an oral presentation, a musical
score, and/or other materials, which are not your original work.
You plagiarize when, without proper attribution, you do any of the following:
 Copy verbatim from a book, an article, or other media;
 Download documents from the Internet;
 Purchase documents;
 Report from others’ oral work;
 Paraphrase or restate someone else’s facts, analysis, and/or conclusions;
 Copy directly from a classmate or allow a classmate to copy from you.
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For a very helpful self-test on what constitutes plagiarism, please visit
http://www.indiana.edu/~istd/practice.html. Professor Nestle’s personal plagiarism case
study is posted on NYU Classes under Resources.
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COURSE ASSIGNMENTS
WRITING INSTRUCTIONS: Write your name and NYU e-mail ID on the first page of
all work submitted. All work must be typed, single-sided, double-spaced, leaving one-inch
margins, clearly marked with your name and e-mail address, titled with the issue you are
discussing, and presented in a readable font. Do not use right justification. Number all
pages. Stay within space or word limits. Use grammar and spell checks.
1. PARTICIPATION (10%)
This is based on (a) your contribution to class discussion, and (b) your completion of weekly
questions based on the reading.
(a) Class discussion. Although this class is necessarily based primarily on lectures, every
session will provide opportunities for questions, comments, and discussion. Take advantage
of these opportunities to ensure that you understand and can challenge the material
presented in readings and lectures, their purpose, and their significance.
(b) Weekly questions on Google Moderator: Each week, you post two short (250
characters or less, each) questions or comments addressing matters covered in the reading
that you think need clarification, explanation, alternative hypotheses, or further discussion.
These will help guide in-class discussions the following week. To access the site, you will be
sent a private link by email each week after class.
DUE: You must post questions by Sunday night 10 pm. You will then receive an e-mail to
come back to the link, read as many of the questions as you can, and vote for the ones you
would like discussed in class by Monday noon. You may also comment on your colleagues’
postings. Postings after deadlines will not be credited.
2. FOUR SHORT PAPERS (15% each)
The goal of these papers is to develop skills in policy analysis as well as to articulate
coherent answers to questions posed by the course objectives.
(a)
(b)
(c)
(d)
Policy analysis #1: October 6
Lobbying analysis: October 20
Problem analysis: November 10
Policy analysis #2: December 1
Instructions for each follow.
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POLICY ANALYSIS #1
DUE: October 6 in class, hard copy
Write a short policy analysis of issues raised by the reading, class questions or discussion
related to a particular class session. The paper should do a quick “P’s” analysis
YOUR NAME:
NYU NET ID:
CLASS TOPIC:
Type directly on the form. Follow writing instructions (double-space, etc). You may use
bullet points. Do not exceed two pages.
Problem:
Policy:
Purpose:
Program (if there is one):
People (stakeholders on both sides):
Politics:
Perception (Your analysis and opinion):
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LOBBYING ANALYSIS
DUE: October 20 in class, hard copy
YOUR NAME:
NYU NET ID:
The purpose of this assignment is to enable you to find, use, and evaluate authoritative
information about lobbying, lobbyists, and lobbying issues. Start by selecting a food or
agriculture company, advocacy group, or trade association that you think might want to
influence the political process.
Look for information about this entity on two websites.
A. Center for Responsive Politics: Open Secrets database: http://www.opensecrets.org
Browse Politicians & Elections. Go to Influence & Lobbying. Go to Search Open Secrets.
Search for the entity you have chosen. Note: you may need to try typing its name in
different ways. For example, the database may use Assn for Association or do other quirky
things. The page that comes up should be Summary.
List the name of the entity:
Record the amount it spent on Contributions:
Record the amount it spent on Lobbying:
Browse the rest of the Summary. Lobbyists (note how many, who they work for, how many
are revolving door); Agencies (who they lobby); Bills (what they lobby about); Report Images
(look at one or two to get an idea of what is reported). Note: if the Summary page does not
have a heading for Lobbyists, go to Lobbying at the bottom of the page and click on RevDoor
to get to it.
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Go to Issues. Browse Issue Categories. Go to Specific Issues. On the form below, list four
specific issues your entity has lobbied on (OK to paraphrase). If it does not state a
position on the issue, guess what it might be.
Type answers here. Boxes will expand to fit text. For this form, single space is fine. Be
brief.
SPECIFIC ISSUE
SPECULATE: POSITION ON
THIS ISSUE
1.
2.
3.
4.
B. Sunlight Foundation: Influence Explorer. http://influenceexplorer.com/
Search for your entity. Record amounts spent.
Campaign Finance:
Lobbying:
If the amounts are different from those on Open Secrets, explain why you think this is.
Generalize and give overall impression: Who does your entity contribute to? What does it
hope to gain by distributing contributions in this way? OK to use bullet points. Do not
exceed one page.
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PROBLEM ANALYSIS
DUE: November 10 in class, hard copy
YOUR NAME:
NYU NET ID:
CLASS TOPIC:
1. Identify a problem in US or international agriculture, food, or
nutrition.
2.
List three policies that might work to address the problem.
a.
b.
c.
3.
Pick the one you most favor (say which):
4.
List 3 arguments in favor of the policy (do as bullet points):
5.
List 3 arguments against the policy (also do as bullet points):
6. Is the policy politically feasible?
Explain briefly.
Check: Yes:
No:
Maybe:
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POLICY ANALYSIS #2
DUE: December 1 in class, hard copy
Write a short policy analysis of issues raised by the reading, class questions or discussion
related to a particular class session. The paper should do a quick “P’s” analysis
YOUR NAME:
NYU NET ID:
CLASS TOPIC:
Type directly on the form. Follow writing instructions (double-space, etc). You may use
bullet points. Do not exceed two pages.
Problem:
Policy:
Purpose:
Program (if there is one):
People (stakeholders on both sides):
Politics:
Perception (Your analysis and opinion):
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GROUP PROJECT: POLICY ANALYSIS (30%)
Although food and nutrition policy analysis can be highly theoretical, it can and should be
applied to real-world issues. Policy analysis is usually done in teams. Teams of 4 or 5 will be
established in class.
For this assignment, you will pick a problem related to agriculture, food, or nutrition that
can or could be resolved or improved by a new policy or a change in an existing policy. The
policy must be one that can be stated and implemented by city, state, federal, or
international governments or agencies.
Policy analysts are often asked to address a particular problem, to present several potential
approaches to solving the problem, to argue the strengths and weaknesses of each of the
approaches, and to present a well thought out argument in favor of what seems like the best
approach. Considerations of strengths and weaknesses include such matters as the policy’s
capability for solving the problem, ability to be implemented, popular and political support or
opposition, and the relative costs—personal, societal, and financial--of implementing or not
implementing it.
Your first task as a team will be to choose a problem in agriculture, food, or nutrition that
you think requires a new policy or change in policy. Think of 3 alternative policies that might
address the problem. Do a summary “P’s” analysis for each of them. Evaluate their
strengths and weaknesses, as well as the strengths and weaknesses of doing nothing. Pick
the policy you think is most likely to solve the problem, is most politically feasible, is the
best compromise, or is simply the right thing to do. Present a well-referenced argument in
support of that choice.
Title page (1 page). Title your paper using the format “Policy options for addressing
[state the problem].” List the 4 options (the first is “Do nothing”). Indicate which is
preferred. Include all names of team members with net IDs.
Problem statement (3 pages). Drawing on class readings as well as substantial additional
research on your topic, explain why you think this problem exists and why something needs
to be done to fix it. Include appropriate research references keyed to the text. Use the
numerical referencing system in your word processor so the text citations appear as roman
numerals and the references appear as the last pages of your document. If you do not know
how to do this, ask (it’s worth learning).
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Policy options (1 page each, 3 pages total). Present an analysis summary for each option,
beginning with “Do nothing,” and followed by Policy Options 1, 2, and 3. For example:
Policy Option #2: Say what it is
Program (if there is one)
People: the major stakeholders in this option
Politics: social, economic, or other factors that might affect it
Strengths
Weaknesses
Perception: your opinion of potential effectiveness, feasibility, etc.
Preferred option (1 page)
Give the reasons why you think this is the best choice.
References (no limit). Present in any standard referencing format, but be consistent.
Attachments (optional). You may add additional pages for tables, figures, or other
supporting materials
GRADING: Papers will be read by instructor and one of the graders. Papers will receive
comments as well as a grade. Points will be awarded for adherence to guidelines, depth and
breadth of research, consistency of policy options (do they really address the problem?),
cogency of argument, and quality of the writing. Team members will grade each other’s
participation and contribution. A form will be handed out for this purpose (completing it is a
course requirement).
DUE DATES
 October 6
 October 20
 November 3
 November 17
 December 17
Policy area of interest
Team assignments
Team policy topic
Final topic
Paper due: two hard copies to instructor’s office