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Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
vi Contents

CHAPTER 13 HIGHLIGHT 15
THE TRACE MINERALS 452 15.7 Foetal alcohol syndrome 558

13.1 The trace minerals – an overview 453 CHAPTER 16

13.2 Iron 454 LIFE CYCLE NUTRITION:
13.3 Zinc 464 INFANCY, CHILDHOOD
13.4 Iodine 468 AND ADOLESCENCE 563
13.5 Selenium 470
13.6 Copper 472 16.1 Nutrition during infancy 564
13.7 Manganese 473 16.2 Nutrition during childhood 576
13.8 Fluoride 474 16.3 Nutrition during adolescence 588
13.9 Chromium 475 CHAPTER ACTIVITIES 592
13.10 Molybdenum 476 HIGHLIGHT 16
13.11 Other trace minerals 477 16.4 Childhood obesity and the early
CHAPTER ACTIVITIES 480 development of chronic diseases 594
HIGHLIGHT 13
Peas are rich in 13.12 Phytochemicals and functional foods 483 CHAPTER 17
antioxidants and LIFE CYCLE NUTRITION:
add great texture
ADULTHOOD AND THE
to everything from CHAPTER 14
salads to soups LATER YEARS 600
FITNESS: PHYSICAL ACTIVITY,
NUTRIENTS AND BODY 17.1 Nutrition and longevity 602
ADAPTATIONS 491 17.2 The ageing process 605
14.1 Fitness 492 17.3 Energy and nutrient needs
14.2 Energy systems and fuels to of older adults 609
support activity 498 17.4 Nutrition-related concerns
14.3 Vitamins and minerals to of older adults 612
support activity 508 17.5 Food choices and eating habits
14.4 Fluids and electrolytes to of older adults 617
support activity 510 CHAPTER ACTIVITIES 621
14.5 Diets for physically active people 515 HIGHLIGHT 17
CHAPTER ACTIVITIES 518 17.6 Nutrient–drug interactions 623
HIGHLIGHT 14
14.6 Supplements as ergogenic aids 520 CHAPTER 18
DIET-RELATED DISEASE 629
CHAPTER 15 18.1 Nutrition and infectious diseases 630
LIFE CYCLE NUTRITION: 18.2 Nutrition and chronic diseases 632
PREGNANCY AND
18.3 Cardiovascular disease 635
LACTATION 527
18.4 Hypertension 642
15.1 Nutrition prior to pregnancy 528 18.5 Diabetes mellitus 646
15.2 Growth and development 18.6 Cancer 652
during pregnancy 528 18.7 Recommendations for
15.3 Maternal weight 534 chronic disease prevention 656
15.4 Nutrition during pregnancy 537 CHAPTER ACTIVITIES 658
15.5 High-risk pregnancies 543 HIGHLIGHT 18
15.6 Nutrition during lactation 550 18.8 Complementary and
CHAPTER ACTIVITIES 556 alternative medicine 660

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 Contents vii

CHAPTER 19 Appendix B Basic chemistry concepts 708

CONSUMER CONCERNS Appendix C Biochemical
ABOUT FOODS AND WATER 669 structures and pathways 717
Appendix D Measures of
19.1 Food safety and food-borne illnesses 671
protein quality 735
19.2 Environmental contaminants 680
19.3 Natural toxins in foods 682 Appendix E Nutrition assessment 738
19.4 Pesticides 683 Appendix F Physical activity
19.5 Food additives 686 and energy requirements 762
19.6 Consumer concerns about water 690 Appendix G Aids to calculation 765
CHAPTER ACTIVITIES 694 Answers 767
Glossary 771
HIGHLIGHT 19
Index 791
19.7 Food biotechnology 696

Appendix A Cells, hormones

and nerves 703

Salmon is rich in the

essential omega-3 fatty
acids EPA and DHA

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
viii

Guide to the text

As you read this text you will find a number of features in
every chapter to enhance your study of nutrition and help you
understand how the theory is applied in the real world.

CHAPTER OPENING FEATURES

CHAPTER

Connect Nutrition in your life with the 1

essential chapter concepts right from the
beginning of each chapter.
AN OVERVIEW
OF NUTRITION

Think about your intuitive beliefs related to Nutrition in your life

Believe it or not, you have probably eaten at least 20 000 meals in your life. Without any
conscious effort on your part, your body uses the nutrients from those meals to make all its

the nutrition topics covered in the chapter components, fuel all its activities and defend itself against diseases. How successfully your
body handles these tasks depends, in part, on your food choices. Nutritious food choices
support healthy bodies.

by taking the Common sense test at the PUTTING COMMON SENSE TO THE TEST
Circle your answer

start of every chapter. Check your answers T

T
F
F
What we eat is largely driven by how hungry we are.
Fat has twice the number of kilojoules as carbohydrates or protein.
T F All published research should be treated with some level of critical appraisal.

in the margins when the topic is discussed, T

T
F
F
An RDI for a nutrient is the amount that everyone needs to consume each day.
Changing our diet will do little to reduce the risk of many chronic diseases.

which are explained further in the end-of- LEARNING OBJECTIVES

1.1 Describe how various factors influence 1.5 Explain how the four assessment methods

chapter review. 1.2

personal food choices.
Name six major classes of nutrients and
identify which are organic and which yield 1.6
are used to detect energy and nutrient
deficiencies and excesses.
Identify several risk factors and explain
energy. their relationships to chronic diseases.
1.3 Explain the scientific method and how 1.7 Recognise misinformation and describe how
scientists use various types of research to identify reliable nutrition information.
studies and methods to acquire nutritional
information.
1.4 Define the four categories of the Nutrient
Reference Values (NRVs) and explain their

Identify the key concepts that the chapter purpose.

Blackberries
are a very

will cover with the Learning objectives at

good source of
vitamin C and
manganese

the start of each chapter.

590 Understanding nutrition

590 Understanding nutrition

FEATURES WITHIN CHAPTERS Calcium

Images/Shutterstock.com

Adolescence is a crucial time for bone development, and the requirement for
Calcium
calcium reaches its peak during these years. Unfortunately, between 82 and 89 per Chapter 1: An overview of nutrition 9
Images/Shutterstock.com

Adolescence is a crucial
cent of girls aged 12 to 16time forcalcium
have bone development,
intakes below and the requirement 61for
recommendations. Low
calcium reaches
calcium intakes its peaktimes
during duringofthese
activeyears. Unfortunately,
growth, especially ifbetween 82 and
paired with 89 per
physical
cent of girlscan
inactivity, aged 12 to 16 have
compromise thecalcium
development intakesofbelow recommendations.
peak bone
61
Low
mass. In fact, inactivity
calcium
may haveintakes during times ofimpact
active growth,
on boneespecially if poor
pairedcalcium
with physical
Monkey Business

a greater detrimental mass than intake

inactivity,
during thecan compromise
pubertal the development
years. Increasing of peakinbone
milk products mass.
the diet toIn fact,calcium
meet inactivity HOW TO: CALCULATE THE ENERGY AVAILABLE FROM FOODS
Monkey Business

Practise common nutrition tasks

may have a greater greatly
recommendations detrimental impact
increases bone ondensity.
bone mass Once than
again,poor calciumteenage
however, intake
Practise calculating the energy available from foods
during the pubertal years. Increasing milk products in the diet
girls are most vulnerable, for their milk – and therefore their calcium – intakes to meet calcium
Because their lunches rarely include fruits,
vegetables or milk, many teens fail to get all recommendations greatly increases bone density. Once again,
begin to decline at the time when their calcium needs are greatest. Furthermore, however, teenage 1. To calculate the energy available from a 16 g carbohydrate 3 17 kJ/g 5 272 kJ

such as comparing nutrient density

the vitamins and minerals they need each day. girls are have
mostmuch
vulnerable,
Because their lunches rarely include fruits,
vegetables or milk, many teens fail to get all
women greaterfor their
bone milkthan
losses – and
men therefore
in later their
life. calcium – intakes food, multiply the number of grams of 7 g protein 3 17 kJ/g 5 119 kJ
begin to decline at the time when their calcium needs are greatest. Furthermore, carbohydrate, protein and fat by 17, 17 9 g fat 3 37 kJ/g 5 333 kJ
the vitamins and minerals they need each day.
women have much greater bone losses than men in later life. and 37, respectively. Then add the results Total 5 724 kJ

or calculating your energy

Food choices and healthy habits
Food choices and healthy habits PUTTING Teenagers like the freedom to come and go as they choose. They eat what they want if it
together. For example, 1 slice of bread
with 1 tablespoon of peanut butter on it
contains 16 grams carbohydrate, 7 grams

requirements by working through COMMON SENSE is convenient and if they have the time. With a multitude of after-school, social and job
TO THE TEST
PUTTING Teenagers like the
activities, they freedom
almost to come
inevitably falland
intogo as they eating
irregular choose.habits.
They eat what
At any theytime
given wanton if any
it protein and 9 grams fat.
COMMON SENSE is convenient
given and if they
day, a teenager mayhave the time.
be skipping With aeating
a meal, multitude
a snack,of after-school,
preparing a meal socialorand job
consuming
The THE
calcium From the information you calculated in step 1, you can determine the percentage of

the How to boxes throughout the

TO TEST activities, they byalmost inevitably fall intoAdolescents
irregular eating
requirement for food prepared a parent or restaurant. who habits.
frequently At any
eat given
mealstimewithon any
their kilojoules each of the energy nutrients contributes to the total.
The calcium given day,however,
families, a teenagereat may
more befruits,
skipping a meal, eating
vegetables, grains aand
snack, preparingfoods,
calcium-rich a mealand or drink
consuming fewer
an adolescent is
requirement fooddrinks,
prepared by athose
parent orseldom
restaurant. Adolescents who frequently eat meals with also their
2. To determine the percentage of kilojoules 333 fat kJ 4 724 total kJ 5 0.46
reduced afterfor
the soft than who eat with their families. 62
Many adolescents begin to

book.
families, however, from fat, for example, divide the 333 fat
an adolescent
age of 14. is skip breakfast on aeat morebasis,
regular fruits,missing
vegetables,
out ongrains and calcium-rich
important nutrients that foods,areand
not drink
made fewer up at
soft drinks, than those whoTeenagers
seldom eat with kilojoules by the total 724 kilojoules.
eattheir families. Many adolescents also begin to
62
reduced after the later meals during the day. who breakfast are more likely to meet their nutrient
FALSE
age of 14. skip breakfast on a regular basis, missing out on important nutrients that are not made up at 3. Then multiply by 100 to get the 0.46 3 100 5 46%
intake recommendations.
laterIdeally,
meals in during percentage.
FALSE light the day. Teenagers
of adolescents’ busywho eat breakfast
schedules and desireare more likely to the
for freedom, meetadult
theircontinues
nutrient
intake
to play recommendations.
the role of gatekeeper, controlling the type and availability of food in the teenager’s Dietary recommendations that urge people to limit fat intake to 20 to 35 per cent of
Ideally, in light of adolescents’ busy schedules and desire for
home environment. Teenagers should find plenty of nutritious, easy-to-grab foods in the freedom, the adult continues
kilojoules refer to the day’s total energy intake, not to individual foods. Still, if the proportion
to play the role
refrigerator of gatekeeper,
(meats controlling
for sandwiches; low-fatthe type and
cheeses; availability
fresh, of foodand
raw vegetables in the teenager’s
fruits; fruit of fat in each food choice throughout a day exceeds 35 per cent of kilojoules, then the day’s
home
juices; environment.
and milk) andTeenagers
more in the should find plenty
cupboards of nutritious,
(wholegrain breads, easy-to-grab
nut pastes, foodsnuts, in the
popcorn total surely will, too. Knowing that this snack provides 46 per cent of its kilojoules from fat
refrigerator
and cereal).(meats for sandwiches; low-fat cheeses; fresh, raw vegetables and fruits; fruit alerts a person to the need to make lower-fat selections at other times that day.
juices; and milk) and more in the cupboards (wholegrain breads, nut pastes, nuts, popcorn
and cereal).
Snacks
AUSTRALIAN
Snacks typically provide at least a quarter of the average teenager’s daily food energy intake.
Snacks Vitamins
DIETARY Most often, favourite snacks are too high in saturated fat and sodium and too low in fibre to
GUIDELINES
AUSTRALIAN
Snacks
supporttypically
good futureprovide at least
health. Tablea 16.6
quarter of the
on page average
587 showsteenager’s daily food
how to combine energy
foods differentThe vitamins are also organic, but they do not provide energy. Instead, they facilitate the
fromintake.
2013
DIETARY Mostgroups
food often, favourite snacks are
to create healthy too high in saturated fat and sodium and too low in fibre to release of energy from carbohydrate, fat and protein and participate in numerous other
snacks.

Connect key Australian Dietary Guidelines to your understanding of the

---------------
GUIDELINES support good future health. Table 16.6 on page 587 shows how to combine foods from differentactivities throughout the body.
Eat a wide
2013variety food groups to create healthy snacks.
of ---------------
nutritious foods – Beverages Each of the 13 different vitamins has its own special role to play.* One vitamin enables
the eyes to see in dim light, another helps produce functional red blood cells, and still another
Eat
milk,a yoghurt,
wide variety
chapter.
Most frequently, adolescents drink soft drinks instead of fruit juice or milk. About the only
of nutritious Beverages helps make the sex hormones – among other things. When you cut yourself, one vitamin
cheese and/orfoods
their– time they select fruit juices is at breakfast. When teens drink milk, they are more likely to
milk, yoghurt,mostly Most frequently, adolescents drink soft drinks instead of fruit juice or milk. About the only helps stop the bleeding and another helps repair the skin. Vitamins busily help replace old red
alternatives, consume it with a meal (especially breakfast) than as a snack. Soft drinks, when chosen
cheese and/or their
reduced-fat. time
as thethey selectbeverage,
primary fruit juices
may is affect
at breakfast. When because
bone density teens drinktheymilk, theymilk
displace are more
from likely to blood cells and the lining of the digestive tract. Almost every action in the body requires the
the diet.
alternatives, mostly consumeofit their
with greater
a meal food
(especially breakfast) assistance of vitamins.
Because intakes, boys are than
moreas a snack.
likely thanSoft
girlsdrinks,
to drinkwhen chosen
enough milk to
reduced-fat. as thetheir
primary beverage, Vitamins can function only if they are intact, but because they are complex organic
meet calcium needs.may affect bone density because they displace milk from the diet.
Caffeine- Because milk tomolecules, they are vulnerable to destruction by heat, light and chemical agents. This is why
Over ofthetheir
pastgreater food intakes,
three decades, boys are more
teens (especially likely
girls) havethan
beengirls to drink
drinking more enough
soft drinks
containing soft drinks meetless
their calcium needs. who drink soft drinks regularly have a higher energy intake and a the body handles them carefully, and why nutrition-wise cooks do, too. The strategies of
Caffeine-
typically deliver and milk. 63
Adolescents

Extend your learning with the additional information notes highlighting

Over the past three decades, cooking vegetables at moderate temperatures for short times and using small amounts of water
containing
between 30soft anddrinks lower calcium intake than those teens
who do (especially
not; theygirls) havemore
are also beenlikely
drinking
to bemore soft drinks
overweight. 64

typically andSoft
less drinks
milk.63 containing
Adolescentscaffeine
who drink soft drinks regularly have aifhigher intake and a help to preserve the vitamins.
energyintake
55 mg ofdeliver
caffeine per present a different problem caffeine
between 30 and lower
becomes calcium intakeCaffeine
excessive. than those whotodobenot;
seems they are
relatively also more
harmless likely
when to be
used inoverweight.
64
moderate doses
can. For perspective,

interesting or important information

(theSoft
Minerals about the topic being discussed.
55 mg of caffeine per
a pharmacologically drinks containing
equivalent of fewer thancaffeine
threepresent
cans of acola
different problem
beverages if caffeine
a day). intake
In greater amounts,
can.
activeFor perspective,
dose of caffeine becomes excessive.
however, it can cause Caffeine seems toassociated
the symptoms be relatively
withharmless
anxiety,when
such used in moderate
as sweating, doses
tenseness
ais pharmacologically
defined as 200 mg. (the inability
and equivalent to of fewer than three cans of cola beverages a day). In greater amounts,
concentrate. In the body, some minerals are put together in orderly arrays in such structures as bones and
active dose of caffeine however, it can cause the symptoms associated with anxiety, such as sweating, tenseness teeth. Minerals are also found in the fluids of the body, which influences fluid properties.
is defined as 200 mg. and inability to concentrate. Whatever their roles, minerals do not yield energy.

* The water-soluble vitamins are vitamin C and the eight B vitamins: thiamin, riboflavin, niacin, vitamins B6 and B12,
folate, biotin and pantothenic acid. The fat-soluble vitamins are vitamins A, D, E and K. The water-soluble vitamins are
the subject of Chapter 10 and the fat-soluble vitamins are discussed in Chapter 11.

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 Guide to the text ix
516 Understanding nutrition

need diets rich in carbohydrate, and of course, meats have none to offer. Legumes, whole
grains and vegetables provide some protein with abundant carbohydrate. Table 14.5 (page 508)
shows recommended protein intakes for active people.

A performance diet example

FEATURES WITHIN CHAPTERS

A person who engages in vigorous physical activity on a daily basis could easily require more
than 12 000 kilojoules per day. To meet this need, the person can choose a variety of nutrient-
dense foods. Athletes who train exhaustively for endurance events may want to aim for
somewhat higher carbohydrate intakes. Beyond these specific concerns of total energy, protein
and carbohydrate, the diet most beneficial to athletic performance is remarkably similar to the
diet recommended for most people.

CURRENT RESEARCH IN NUTRITION

Athletes can excel on a vegetarian diet

When it comes to strength and fitness, research studies find that vegetarian athletes can
perform just as well as their omnivore opponents. In a new study, researchers recruited 27
vegetarian and 43 omnivore competitive endurance athletes.24 Each person in the vegetarian

Explore relevant and up-to-date group had followed the diet for at least two years, and there was a mixture of vegan and
lacto-ovo vegetarians amongst the group. Food intake, maximal oxygen uptake (VO2 max)
during treadmill running and leg strength were all assessed.

nutrition research in the Current For the males, there was little difference in cardio-respiratory fitness or strength between
the vegetarian and omnivores. The surprising finding though was in the women. Vegetarian
women had a 13 per cent greater VO2 max scores than women eating an omnivore diet.

research in nutrition boxes. There was no difference in protein intake according to body weight between vegetarians
and omnivores. Although vegetarians ate more carbohydrates and fibre, they do have less
vitamin B12, which is not so surprising. One interesting finding was that vegetarians had more
iron in their diet than omnivores. But because plant-based iron is less bioavailable than
animal-based iron, then this may bring the vegetarians back on par with omnivores.
A well-planned and varied vegetarian diet can meet the nutritional needs of an athlete
just as well as an omnivore diet. Such a diet poses little risk of sub-par performance, and for
some athletes it may even spur them on to higher levels of achievement.
28 Understanding nutrition

Meals before and after competition

No single food improves speed, strength or skill in competitive events, although some kinds of
APPLICATIONS
foods OF NUTRITIONAL
do support performance better than RESEARCH
others, as already explained. Still, a competitor may
eat a particular food before or after an event for psychological reasons. One eats a steak the
The key dietary patterns of long-term health
night before wrestling. Another eats some honey just five minutes after diving. As long as these
High- Diet plays a big part in health. As the typical Western diet moved to more overly refined
practices remain harmless, they should be respected.
carbohydrate, liquid and energy dense foods, rates of obesity and type 2 diabetes mirrored this change. A major

Evaluate how current research in

pre-game fruit scientific review has taken things back to basics to reinforce where the best health gains are
smoothie ideas Pre-game
to be found meals
with diet.18
include: Science Theindicates that theatpre-game
review looked the dietmealand or snack disease
chronic should include
links fromplenty
304ofmeta-analyses
fluids and be and
• apple juice, frozen
the field informs our practical
light and easyreviews
systematic to digest. It should
published in provide
the last between
63 years.1200
Typeand 3300 kilojoules,
2 diabetes, overweightprimarily from
and obesity,
banana and carbohydrate-rich foods thatdisease
cancer and cardiovascular are familiar and accounted
together well tolerated
for by theof
most athlete. The meal
the chronic should
disease links
1 tablespoon of end three to four hours before competition to allow time for the stomach to empty before
found.
plain yoghurt

health and food choices in the

As for
exertion. dietary
Breads, patterns,pasta
potatoes, the findings
and fruitshowed
juices –that
thatplant-based foods werefoods
is, carbohydrate-rich more low
protective
in
• pineapple juice,
fatagainst the risk
and dietary of developing
fibre chronic
– form the basis disease
of the comparedmeal
best pre-game with (see
animal-based
Figure 14.3 foods. Among
for some
frozen strawberries
plant foods,
examples). grain-based
Bulky, fibre-richfoods
foods seemed to have
such as raw a small
vegetables or edge over fruits
wholegrain andalthough
cereals, vegetables.
and several mint

Applications of nutritional leaves So much

usually for theare
desirable, anti-grain sentiment
best avoided that is competition.
just before popular at theDietary
moment! fibre in the digestive tract
• reduced-fat milk, attractsForwater
animal-based foods,stomach
and can cause dairy products overall
discomfort wereperformance.
during considered neutral on health,
Liquid meals areandeasy
frozen banana and to digest, and many such meals are commercially available. Alternatively, athletes candisease
fish was considered protective. Red and processed meats were linked to a higher mix

research boxes in every chapter. vanilla essence. risk. For

fat-free milktea-lovers,
or juice, the research
frozen fruits confirmed this popular
and flavourings drink as being the most protective
in a blender.
against disease risk. On the other end of the spectrum, to no-one’s surprise, soft drinks had
few redeeming health benefits.
The findings from this major review are close to a carbon copy of existing dietary
guidelines that have changed little over decades. Eat more plant-based foods than animal
foods, choose whole grains over refined grains, limit red and processed meat and choose
other beverages in preference to soft drink. Such recommendations may not get media
attention, or help sell books in numbers like the latest fad diet, but they are the cornerstone
of long-term health. Chapter 3: Digestion, absorption and transport 85

Other risk factors, such as genetics, gender and age, also play important
Chapter roles
3: Digestion, in the and transport
absorption 85
development of chronic diseases, but they cannot be changed. Health recommendations

CHAPTER ACTIVITIES acknowledge the influence of such factors on the development of disease, but they must focus
on the factors that are changeable. For the two out of three Australians who do not smoke or
drink alcohol excessively, the one choice that can influence long-term health prospects more

CHAPTER ACTIVITIES
PUTTING COMMON
than any other is diet.
SENSE TO THE TEST: ANSWERS

END-OF-CHAPTER FEATURES 1 The process of food

Within digestion
the range set bybegins in athe
genetics, mouth
person’s and of diet4influences
choice The gastrointestinal tract is
long-term health. sterile
Diet has throughout.
no FALSE
REVIEW IT

proceeds all the wayon

influence into the diseases
some large intestine. TRUE
but is linked closely to others. Personal life trillions
There are choices,ofsuch as engaging
bacteria in
found throughout the gastrointestinal
PUTTING COMMON SENSE TO THE TEST: ANSWERStract.
physical
Food digestion activity isand
and absorption using tobacco
a process or right
that occurs alcohol,
alongalso
the affect health for the better or worse.
1 gastrointestinal
The process tract.
of food digestion begins in the mouth and 4 The gastrointestinal
5 functions of thetract digestive tract
is sterile are an example
throughout. FALSEof the
2 Intestinal allcells
proceeds the are
way uniform all along
into the large the digestive
intestine. TRUE tract. process
There areof homeostasis.
trillions of bacteriaTRUE
found throughout the gastrointestinal
FALSE
Food digestionThe
and next
absorption is a process
several that provide
chapters occurs right along more
many the tract.
detailsThe digestive
about tract is regulated
nutrients and how at many
they different
supportlevels, from endocrine

At the end of each chapter you’ll find several tools to help you review, practise and extend
2
gastrointestinal
Intestinal
where they
Intestinal are
tract.
cells have
health.
found
cells
diseases. are
varying degrees
Whenever
along
of specialisation
appropriate,
therecommendations
uniform
Dietary digestive
depending onshows5how
the discussion
tract.the digestive
all along appeartract.
to
Theneural,
diet
process
again and again,
to maintain
functions of the
influences
as of
itseach
homeostasis.
each
functions.
digestive
nutrient’sTRUE
tract major
of today’s
relationships
are an example of the

3 Veins and
FALSE withlymphatic
health are vessels leaving
explored. Most thepeople
digestive
whotract
follow the recommendations will benefit
The digestive tract is regulated at many and canlevels, from endocrine
different

your knowledge of the key learning outcomes. carry nutrients

Intestinal
where
enjoy tovarying
good
cells have
they are
Both veins andfound
lymph
the
along
body.
health TRUE
into
degrees oftheir
the digestive
vessels
later years.
specialisation depending on
tract. avenues of nutrient
are important
to neural, to maintain its functions.

3 transportand
Veins fromlymphatic
the digestivevessels
tract. leaving the digestive tract
carry nutrients to the body. TRUE

• Reflect on your own personal Both veins and lymph vessels are important avenues of nutrient
transport from
NUTRITION the digestive tract.
PORTFOLIO Chapter 2: Planning a healthy diet 59
A healthy digestive system can adjust to almost any diet • Detail any GI discomforts you may experience
nutritional choices in the and can handle any combination of foods with ease.
•NUTRITION
Describe the PORTFOLIO
physical and emotional environment
regularly and include suggestions to alleviate or
prevent their occurrence (see Highlight 3).

Nutrition portfolio.
A that typically surrounds your meals, including
anyhow
dietit • List any changes you can make in your eating habits
3 healthy
Whichdigestive systemiscan
of the following adjust
consistent to almost
with the Australian • Detail
c Waterany GI discomforts you may experience
affects
and Dietary you and
can handle any how it might be
combination improved.
of foods with ease. to promote overall GI health.
regularly
Guidelines ? d Salt and include suggestions to alleviate or
• Describe the physical and emotional environment prevent their occurrence (see Highlight 3).
a Choose a diet restricted in fat and cholesterol. 7 ‘Low in salt’ is an example of a:
that typically
STUDY QUESTIONS surrounds your meals, including how it • List any changes you can make in your eating habits
b Eat plenty of vegetables, legumes and fruits. a promote
health claim
affects you and how it might be improved. to overall GI health.
Multiple choice questions
c Balance the food you eat with physical activity. 5 bThe nutrition
digestionfact
and absorption of carbohydrate occurs
Answers
d Eat canan beabundance
found at theof back
foodsoftothe book.nutrient
ensure cpredominantly in the:claim
nutrient content
1STUDY
A key QUESTIONS
adequacy.
secretion of the gall bladder is: a nutrition
d mouth advertising
Multiple
4 a choicetoquestions
According
trypsin the Australian Guide to Healthy Eating, 5 b The small digestion and absorption of carbohydrate occurs
intestine
Answers can be found at the back of the book. Review questions in the:
the
b number
amylaseof serves of dairy foods recommended for cpredominantly
stomach
1 Name the diet-planning principles and briefly describe
1 boys
A
c key aged 12–13ofis:the gall bladder is:
secretion
bile d
a large mouthintestine
how each principle helps in diet planning. (Section 2.1)
• Review the major chapter 2 b
d 3
a insulin
trypsin
The 3.5
amylase
muscular contractions that move food through
6 b
2 What
small intestine
Absorption
ca stomach
Dietary
occurs primarily in the:
recommendation is modified in the Australian
mouth Guidelines
cthe GI
4
bile
tract are called: db largestomach intestine for children under the age of two

concepts in preparation for 5

d 4.5
a insulin
2 Foods
hydrolysis
within acontractions
The sphincters
b muscular given food group
that move Australian
of the food through
years?
6 cAbsorption
a
Why? (Section 2.1)
occurs primarily in the:
small intestine
3 What are the differences and similarities between the
d mouthlarge intestine
Australian Guide to Healthy Eating plate and the Nutrition

exams by completing the

Guide
cthe GI to Healthy
tract Eating are similar in their
are called: bThe stomach
7 Australia specialised
peristalsis Healthycells
Eating that increase
Pyramid ? Howgastrointestinal
might any
contents
d
a bowel of:movements
hydrolysis ctractsmall intestine
absorption area are called:
differences be confusing to the general public? (Section 2.2)
3 abThe energy
sphincters
main function of bile is to: da large intestine
pancreatic cells Dietary Guidelines. What types

Study questions.
4 Review the Australian
bca proteins
peristalsis and fibre 7 b The villi
specialised cells that increase gastrointestinal
emulsify fats of food selections would you make to achieve those
cd vitamins and minerals ctractcolonocytes
absorption area are called:
b bowelcatalyse movements
hydrolysis recommendations? (Section 2.1)
3 d carbohydrates and fats d 7: Metabolism:
a islet cells cells
pancreatic
cThe slow
mainprotein
functiondigestion
of bile is to: Chapter
5 What do you think transformations and interactions
is the most helpful information you 241
6 Which
d ingredient
a neutralise
emulsify is exempt
stomach
fats from being listed in
acidity 8 can b villinutrients leave the GI tract by way of the
Which
expect to find on a food label? When comparing
descending order of predominance by weight on clymphatic
colonocytes
system? panels, how can this information
4 b The catalyse
pancreashydrolysis
neutralises stomach acid in the small nutrition information
food labels? Why?digestion d
cintestine
slow protein
by secreting: help a islet
water cells
and minerals
you choose between two products? (Section 2.3)
a d Vitamins
neutralise stomach acidity 8 b Which nutrients
proteins andleave
mineralsthe GI tract by way of the
9 Duringa bilestarvation, which of the following would you 6
4 What
Name isthe
a nutrient
four basic claim?
units,How doesfrom
derived this differ
foods,from
that a
b
4 expectThe Minerals
pancreas clymphatic
Allclaim? system?
vitamins and minerals
b to see?neutralises stomach acid in the small
mucus health
are used by the (Section
body in2.3) metabolic transformations.
d
a fats
water and fat-soluble vitamins
cintestine
enzymesby secreting:
a increased protein synthesis How manyand minerals
carbons are in the ‘backbones’ of each?
d bile
a bicarbonate b proteins
(Section 7.2) and minerals
b
NUTRITION elevated glycogen production
CALCULATIONS c All vitamins and minerals
c b higher
mucus levels of ketone bodies in the blood 5 d Describe howfat-soluble
the body recycles glucose from lactate.
These c problems
enzymes will give you practice in doing simple How
fats andmany kilojoules does this
vitamins amount of fat
d higher levels of insulinAlthough
in the blood (Section 7.2)

Master the common Nutrition

nutrition-related calculations. the situations represent?
•
d bicarbonate
10 hypothetical,
are During a fast,the thenumbers
body produces ketone
are real, bodies by:
and calculating 6 e WhatWhat are the differences
percentage between
of the deamination
kilojoules and
in this product
the answers
a hydrolysing (see theglycogen
Answers section at the back of this transamination?
comes from fat? (Section 7.2)

calculations introduced in the

book)b provides a valuable
condensing acetylnutrition
CoA lesson. Be sure to 7 fSummarise What does thethis
main tell you?in the metabolism
steps
showc your calculations for
transaminating ketoeach problem.
acids g Does this
of glucose, product
glycerol, meet
fatty theand
acids criteria
amino foracids.
a low-fat
d converting
1 Read a food label.ammonia
Look attothe urea
label in Figure 2.5 (Section product 7.2) (refer to Table 2.7 on page 56)?

How to chapter features. 8 h

(seequestions
Review p. 55) and answer the following questions: Describe What how is the predominant
a surplus of theingredient
three energy in the
nutrients
product?to body fat stores. (Section 7.2)
contributes
1 a What
Define is the size anabolism
metabolism, of a servingand
of the product?give
catabolism;
i Have any nutrients been added to this product
b How many
an example kilojoules
of each. are 7.1)
(Section in a serving? 9 What adaptations does the body make during a fast?
(is it fortified)?
2 cHowHow
doesmuch fat is as
ATP work in a serving?
the high-energy currency of What are ketone bodies? Define ketosis. (Section 7.3)
cells? (Section 7.1) 10 Distinguish between a loss of fat and a loss of weight,
3NUTRITION ON THE NET
What are coenzymes, and what service do they and describe how each might happen. (Section 7.3)
provide
Analyse the in metabolism?
nutrient (Section
composition 7.1) online: To
of foods • Learn more about the Australian Guide to
learn more about the nutrient content of the foods you Healthy Eating: https://www.eatforhealth.gov.
eat, you can access
NUTRITION ON THEthe full
NETNUTTAB Food Composition au/guidelines/
Database provided by Food Standards Australia
online:New • Find New Zealand information on nutrition guidelines
• Expand your knowledge by
Analyse the nutrient composition of foods To com.au/factsheets/diets-intolerances/low-
Zealand
learn morefrom http://www.foodstandards.gov.au/science/
about the nutrient content of the foods you and food labels at http://www.foodstandards.govt.nz
carbohydrate-diets/
monitoringnutrients/pages/default.aspx
eat, you can access the full NUTTAB Food Composition •• Learn
Learn more
about about the Healthy
the effects Eating Pyramid
of intermittent fasting :on

exploring the online resources

• Search
Database for ‘foodbylabels’
provided at the FSANZ
Food Standards website:
Australia New http://www.nutritionaustralia.org
metabolism: https://www.healthline.com/nutrition/
http://www.foodstandards.gov.au
Zealand from http://www.foodstandards.gov.au/science/ intermittent-fasting-metabolism
monitoringnutrients/pages/default.aspx

listed in Nutrition on the net and • Assess the evidence for low-carbohydrate diet from
Sports Dietitians Australia: https://www.sportsdietitians.

by completing the Search me! SEARCH ME! NUTRITION

nutrition research activity.

Keyword: intermittent fasting The science of going without will help answer these
What is intermittent fasting and what health benefits questions.
have been linked to it? The article Intermittent fasting:

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x Guide to the text

HIGHLIGHTS
Every chapter is followed by a highlight that provides readers with an in-depth look at a
current, and often controversial, topic that relates to its companion chapter
• Develop your understanding of
206 Understanding nutrition
these key topics by responding
to the critical thinking
questions. HIGHLIGHT
6.6 NUTRITIONAL GENOMICS
6
• Research these thought-
provoking topics further by
Imagine this scenario: A physician scrapes a sample of malnourished children given vitamin A supplements, and
cells from inside your cheek and submits it to a genomics biology has explored how such effects might be possible.
lab. The lab returns a report based on your genetic profile The process was slow as researchers collected information

exploring the weblinks listed in

that reveals which diseases you are most likely to develop on one gene, one action and one nutrient at a time.
and makes recommendations for specific diet and lifestyle Today’s research in nutritional genomics involves all of
changes that can help you maintain good health. You may the sciences coordinating their multiple findings and

Nutrition on the net. also be given a prescription for a dietary supplement that
will best meet your personal nutrient requirements. Such a
scenario may one day become reality as scientists uncover
explaining the interactions among several genes, actions
and nutrients in relatively little time. As a result, nutrition
knowledge is growing at an incredibly fast pace.
the genetic relationships between diet and disease.1 (Until The recent surge in genomics research grew from
then, however, consumers need to know that many current the Human Genome Project, an international effort by
genetic test kits commonly available on the Internet are industry and government scientists to identify and describe
unproven and quite likely fraudulent.) all of the genes in the human genome – that is, all the
Chapter 6: Protein: amino acids 211 genetic information contained within a person’s cells.
Completed in 2003, this project developed many of the
research technologies needed to study genes and genetic
variation. Scientists are now working to identify the
individual proteins made by the genes, the genes associated

HIGHLIGHT ACTIVITIES with diseases, and the dietary and lifestyle choices that
most influence the expression of those genes. Such
information will have major implications for society in
CRITICAL THINKING QUESTIONS general, and for healthcare in particular.2
1 How might nutritional genomics influence healthcare against specific chronic diseases. No doubt marketers

Shutterstock.com/Darren Baker
in the future? will rush to fill supermarket shelves with foods
manufactured to match genetic profiles. Why do you
A genomics primer
2 You may have heard about the diet that is based
think these genetic approaches to diet and health Figure H6.1 shows the relationships among the materials
on a person’s blood type and claims to restore the
might be more or less appealing than eating patterns that comprise the genome. As the discussion of protein
body’s natural genetic rhythms and improve health.
that include a variety of fruits, vegetables, whole synthesis in Chapter 6 points out, genetic information is
Research may one day reveal exactly which foods
grains, milk products and meats? encoded in DNA molecules within the nucleus of cells.
might best turn on and off specific genes to defend Can your specific diet and lifestyle needs be decided in a laboratory?
The DNA molecules and associated proteins are packed
within 46 chromosomes. The genes are segments of a
NUTRITION ON THE NET
How nutrients influence gene activity and how genes DNA strand that can eventually be translated into one
Analyse the nutrient composition of foods online: To • Get information about humaninfluence genomicthe discoveries
activities of nutrients is the focus of a or more proteins. The sequence of nucleotide bases
learn more about the nutrient content of the foods you and how they can be used to improve health from the within each gene determines the amino acid sequence
new field of study called nutritional genomics. Unlike
eat, you can access the full NUTTAB Food Composition Public Health Genomics site of the US Centers for of a particular protein. Scientists currently estimate that
sciences in the twentieth century, nutritional genomics
Database provided by Food Standards Australia New Disease Control and Prevention: http://www.cdc.gov/ there are between 20 000 and 25 000 genes in the human
takes a comprehensive approach in analysing information
Zealand from http://www.foodstandards.gov.au/science/ genomics genome.
from several fields of study, providing an integrated
monitoringnutrients/pages/default.aspx As Figure 6.7 (page 185) explained, when cells make
understanding of the findings. Consider how multiple
disciplines contributed to our understanding of vitamin A proteins, a DNA sequence is used to make messenger
over the past several decades, for example. Biochemistry RNA. The nucleotide sequence in messenger RNA
REFERENCES revealed vitamin A’s three chemical structures. then determines the amino acid sequence to make
Immunology identified the anti-infective properties of a protein. This process – from genetic information
one of these structures, while physiology focused on to protein synthesis – is known as gene expression.
CHAPTER Gene expression can be determined by measuring
another structure and its role in vision. Epidemiology has
1 C. Taylor, P. Kavanagh, and B. Zuckerman, Sickle cell trait—neglected 10 G. A. Bray and coauthors, Effect of dietary protein
reported content on weight
improvements in the death rates and vision of the amounts of messenger RNA in a tissue sample.
opportunities in the era of genomic medicine, Journal of the American gain, energy expenditure, and body composition during overeating: A
Medical Association 311 (2014): 1495–6. randomized controlled trial, Journal of the American Medical Association
2 Position of the American Dietetic Association and Dietitians of 307 (2012): 47–55.
Canada: Vegetarian diets, Journal of the American Dietetic Association 11 A. Dougkas and E. Östman, Protein-enriched liquid preloads varying
109 (2009): 1266–1282. in macronutrient content modulate appetite and appetite-regulating
3 World Hunger Education Services (WHES), Hunger notes (2015), hormones in healthy adults, Journal of Nutrition 146 (2016): 637–45.
available at http://www.worldhunger.org/articles/Learn/child_ 12 M. Cuenca-Sánchez, D. Navas-Carillo, and E. Orenes-Piñero,
hunger_facts.htm Controversies surrounding high-protein diet intake: Satiating effect
4 H. Kismul and co-authors, Diet and kwashiorkor: a prospective and kidney and bone health, Advances in Nutrition 6 (2015): 260–6.
study from rural DR Congo, PeerJ 15 (2014): e350 https://dx.doi. 13 Q. J. Lew and coauthors, Red meat intake and risk of ESRD, Journal of
org/10.7717/peerj.350 the American Society of Nephrology 28 (2016): 304–12.
5 P. Guleria and co-authors, Genetic Engineering: A Possible Strategy for 14 National Health and Medical Research Council, Nutrient reference
Protein-Energy Malnutrition Regulation, Molecular Biotechnology 59 values for Australia and New Zealand, Canberra: Commonwealth of
(2017): 499–517. Australia (2006).
6 Committee on Dietary Reference Intakes, Dietary reference intakes: 15 R. J. Maughan, Quality assurance issues in the use of dietary
energy, carbohydrate, fiber, fat, fatty acids, cholesterol, protein, and supplement, with special reference to protein supplements, Journal of
amino acids (Washington, D.C.: National Academies Press, 2005), 694. Nutrition 143 (2013): 1843S–1847S.
7 U. N. Das, Nutritional factors in the prevention and management 16 S. M. Robinson and co-authors, Does nutrition play a role in the
of coronary artery disease and heart failure, Nutrition 31 (2015): prevention and management of sarcopenia?, Clinical Nutrition 37 (4)
283–91. (2018): 1121–32.
8 J. E. Baggott and T. Tamura, Homocysteine, iron and cardiovascular 17 C Beaudart and co-authors, Nutrition and physical activity in
disease: A hypothesis, Nutrients 7 (2015): 1108–18. the prevention and treatment of sarcopenia: systematic review,
9 J. D. Bihuniak and K. L. Insogna, The effects of dietary protein Osteoporosis International 28 (6) (2017): 1817–33.
and amino acids on skeletal metabolism, Molecular and Cellular
Endocrinology 410(2015): 78–86.

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 xi

Guide to the online resources

FOR THE INSTRUCTOR

Cengage is pleased to provide you with a selection of resources

that will help you to prepare your lectures and assessments,
when you choose this textbook for your course.
Log in or request an account to access instructor resources
at cengage.com.au/instructors for Australia or
cengage.co.nz/instructors for New Zealand.

MINDTAP
Premium online teaching and learning tools are available on the MindTap platform – the
personalised eLearning solution.
MindTap is a flexible and easy-to-use platform that helps build student confidence and
gives you a clear picture of their progress. We partner with you to ease the transition to
digital – we’re with you every step of the way.
The Cengage Mobile App puts your course directly into students’ hands with course
materials available on their smartphone or tablet. Students can read on the go, complete
practise quizzes or participate in interactive real-time activities.
MindTap for Whitney’s Understanding Nutrition is full of innovative resources to support
critical thinking and help your students move from memorisation to mastery! Includes:
• Whitney’s Understanding Nutrition eBook
• Interactive nutrition calculations, Concept checks, Case activities, Videos, Quizzes
and more
MindTap is a premium purchasable eLearning tool.
Contact your Cengage learning consultant to find out
how MindTap can transform your course.

INSTRUCTOR’S MANUAL
The Instructor’s Manual includes:
• Learning objectives • Worksheets and handouts
• Lecture presentation outlines and • Classroom activities
enrichments • New Zealand instructor information
• Answers to study questions

COGNERO® TEST BANK

A bank of questions has been developed in conjunction with the text for creating quizzes,
tests and exams for your students. Create multiple test versions in an instant and deliver
tests from your LMS, your classroom, or wherever you want using Cognero. Cognero test
generator is a flexible online system that allows you to import, edit, and manipulate
content from the text’s test bank or elsewhere, including your own favourite test questions.

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
xii Guide to the online resources

POWERPOINT™ PRESENTATIONS
Use the chapter-by-chapter PowerPoint presentations to enhance your lecture
presentations and handouts to reinforce the key principles of your subject.

ARTWORK FROM THE TEXT

Add the digital files of graphs, tables, pictures and flow charts into your course
management system, use them in student handouts, or copy them in your lecture
presentations.

FOR THE STUDENT

MINDTAP
MindTap is the next-level online learning tool that helps you get better grades!
MindTap gives you the resources you need to study – all in one place and available when
you need them. In the MindTap Reader, you can make notes, highlight text and even find a
definition directly from the page.
If your instructor has chosen MindTap for your subject this semester, log in to MindTap to:
• Get better grades
• Save time and get organised
• Connect with your instructor and peers
• Study when and where you want, online and mobile
• Complete assessment tasks as set by your instructor
When your instructor creates a course using MindTap,
they will let you know your course key so you can
access the content. Please purchase MindTap only
when directed by your instructor. Course length is set
by your instructor.

SEARCH ME! NUTRITION

Search Me! is an online research library customised to your subject, that puts the
information you need right at your fingertips.
Content is updated daily from hundreds of scholarly and popular journals, eBooks and
newspapers.
Plus, 24-hour access means you won’t be limited by library opening
times!
Log in using the code on the card inside the front cover.

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 xiii

A zucchini has
more potassium

PREFACE
than a banana

Nutrition is a science. The details of a nutrient’s chemistry or a cell’s biology can be overwhelming
and confusing to some, but it needn’t be. When the science is explained step by step and the facts are
connected one by one, the details become clear and understandable. That has been the goal since this
book was first developed and as it has continued to be updated in this fourth edition: to reveal the
fascination of science and share the excitement of nutrition with readers. We have learned from the
hundreds of university teachers and nutrition professionals and more than a million students who
have used previous editions of this book through the years that readers want to understand nutrition
so that they can make healthy choices in their daily lives.
With its focus on Australia and New Zealand, the text incorporates current nutrition
recommendations and public health issues, and food culture relevant to those studying and working
in nutrition in this region of the world.
Because nutrition is an active science, staying current is paramount. To that end, this edition
incorporates the latest in nutrition research. The connections between diet and disease have become
more apparent – and our interest in making smart health choices has followed. More people are living
longer and healthier lives. The science of nutrition has grown rapidly, with new research emerging
daily. In this edition, as with previous editions, every chapter has been substantially revised to reflect
the many changes that have occurred in the field of nutrition and in our daily lives over the years. We
hope that this book serves you well.

THE CHAPTERS
Understanding Nutrition presents the core information of an introductory nutrition course. The
early chapters introduce the nutrients and their work in the body, and the later chapters apply that
information to people’s lives – describing the role of foods and nutrients in energy balance and weight
control, in physical activity, in the life cycle and in disease prevention, and food safety. Each chapter
also clearly flags for the reader practical applications of nutrition research and presents the most
recent research in the topic area.

THE HIGHLIGHTS
Every chapter is followed by a highlight that provides readers with an in-depth look at a current, and
often controversial, topic that relates to its companion chapter. Highlight 11 features vitamin D and
the many health benefits now being linked to this ‘sunshine vitamin’. Each highlight closes with
critical thinking questions designed to encourage readers to develop clear, rational, open-minded and
informed thoughts based on the evidence presented in the text. New to this edition are clearly stated
learning objectives at the beginning of every chapter to outline the key concept areas to be covered.

THE APPENDICES
The appendices are valuable references for a number of purposes. Appendix A summarises background
information on the hormonal and nervous systems, complementing Appendices B and C on basic
chemistry, the chemical structures of nutrients and major metabolic pathways. Appendix D describes
measures of protein quality. Appendix E provides detailed coverage of nutrition assessment with
updated infant and child growth charts, and Appendix F presents estimated energy requirements for
men and women at various levels of physical activity. Appendix G presents common calculation and
conversion tips.

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
xiv Preface

THE COVERS
The book’s inside covers put commonly used information at your fingertips, including current
nutrient recommendations and suggested weight ranges for various heights.
We have taken great care to provide accurate information and have included many references at
the end of the book. However, to keep the number of references manageable, many statements appear
without references. All statements reflect current nutrition knowledge and the authors will supply
references upon request. In addition to supporting text statements, the references provide readers with
resources for finding a good overview or more details on a subject.
In this new edition, the art and layout have been carefully designed to be inviting while enhancing
student learning. For all chapters and highlights, content has been reviewed and updated. Several
new figures and tables have been created and others revised to enhance learning. Each chapter also
features a true–false ‘common sense’ test presented at the beginning to allow students to test their
core knowledge on practical nutrition concepts related to the topic. Answers to these commonsense
questions are revealed throughout the chapter and a brief explanation is given at the end. This new
edition has also been revised throughout to include more content and related nutrition issues that
are specific to New Zealand. For example, Chapter 2 features the newly released Eating and Activity
Guidelines for New Zealand Adults. And to acknowledge the growing interest in the gastrointestinal
microbiome in health, an expanded section in Chapter 3 has been added as well as a research focus in
Chapter 4.
Nutrition is a fascinating subject, and we hope our enthusiasm for it comes through on every
page.

Tim Crowe
Adam Walsh
Ellie Whitney
Sharon Rady Rolfes

Eggplant skin
is rich in
magnesium

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 xv

ABOUT THE AUTHORS

Eleanor Noss Whitney, PhD, received her BA in Biology from Radcliffe College in 1960 and her
PhD in Biology from Washington University, St Louis, in 1970. Formerly on the faculties at Florida
State University and Florida A&M University and a dietitian registered with the American Dietetic
Association, Ellie now devotes full time to research, writing and consulting in nutrition, health and
environmental issues. Her earlier publications include articles in science, genetics, and other journals.
Her textbooks include Nutrition Concepts and Controversies 12th edn, Understanding Nutrition 12th
edn, Understanding Normal and Clinical Nutrition 9th edn and Nutrition and Diet Therapy 7th edn,
all with Cengage Wadsworth. She also recently co-authored Priceless Florida (Pineapple Press), a
comprehensive text examining the ecosystems in her home state. Her additional interests include
energy conservation, solar energy use, alternatively fuelled vehicles and ecosystem restoration.

Sharon Rady Rolfes received her MS in nutrition and food science from Florida State University.
She is a founding member of Nutrition and Health Associates, an information resource centre that
maintains a research database on over 1000 nutrition-related topics. Sharon’s publications include
the college textbooks Understanding Nutrition 12th edn and Nutrition for Health and Health Care 4th
edn. In addition to writing and research, she occasionally teaches at Florida State University and
serves as a consultant for various educational projects. Her volunteer work includes serving on the
board of Working Well, a community initiative dedicated to creating a healthy workforce.

Dr Tim Crowe is an Advanced Accredited Practising Dietitian who has spent most of his career in the
world of university nutrition teaching and research. He now works chiefly as a health and medical
writer and scientific consultant and speaks on many health topics to the public through both the
media, social media and writing for consumer publications.

Dr Adam Walsh is a Senior Lecturer in Nutrition and Dietetics in the School of Exercise and
Nutrition Sciences at Deakin University in Melbourne and an Accredited Practising Dietitian.
He teaches in the undergraduate and postgraduate nutrition and dietetics programs in the areas
of clinical dietetics, nutritional physiology and paediatric health. Adam’s area of research is the
influence of fathers on young children’s nutrition and physical activity behaviours.

The only fruit that

provides heart-healthy
monounsaturated fat

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
xvi

ACKNOWLEDGEMENTS
The adaptation and updating of this textbook has been a team effort with us all focused on
improving a book that has been well-received throughout nutrition courses in Australia and
New Zealand. Many thanks must go to the team of external reviewers who gave valuable
feedback and advice on each of the chapters in order to improve the relevance of the text
to the teaching of nutrition in Australia and New Zealand. The team at Cengage have been
instrumental in guiding us through the entire process and have been a pleasure to work with
through all stages of development. It is rewarding to see the text now in print after all our hard
work.

From Tim Crowe: Many thanks go to my nutrition and dietetic friends and colleagues who
have been down the publication path before and assured me that the late nights and long
weekends of writing and proofing would be time well spent in producing a piece of work to be
proud of.

From Adam Walsh: Thanks to my two wonderful boys for keeping me grounded. They have,
on more than one occasion, reminded me that even though I’m the dietitian in the house, I’m
still just Dad.

Substitute The authors and Cengage Learning would like to thank our reviewers who provided incisive
for rice to
increase your and helpful feedback:
fibre intake • Martin Stone – Australis College
• Anthony Villani – University of the Sunshine Coast
• Matt Sharman – University of Tasmania
• Kathleen (Katie) Lacy – Deakin University
• Preetha Thomas – The University of Queensland
• Janet Weber – Massey University
• Thea Werkhoven – The University of Sydney
• Aimee Dordevic – Monash University
• Jennifer McCann – Deakin University
• Judith Myers – Victoria University
• Karin Clark – Curtin University
• Ramon Hall - Deakin University

The authors and Cengage Learning would also like to thank the following supplementary
resource authors for their contributions to the first edition:
• Associate Professor Jack Antonas – Victoria University
• Dr Clare Wall – University of Auckland
• Dr Fiona Pelly – University of the Sunshine Coast
• Victoria Logan – Otago University
• Alisa Conlan – RMIT University.

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 1

CHAPTER

AN OVERVIEW
OF NUTRITION

Nutrition in your life

Believe it or not, you have probably eaten at least 20 000 meals in your life. Without any
conscious effort on your part, your body uses the nutrients from those meals to make all its
components, fuel all its activities and defend itself against diseases. How successfully your
body handles these tasks depends, in part, on your food choices. Nutritious food choices
support healthy bodies.

PUTTING COMMON SENSE TO THE TEST

Circle your answer
T F What we eat is largely driven by how hungry we are.
T F Fat has twice the number of kilojoules as carbohydrates or protein.
T F All published research should be treated with some level of critical appraisal.
T F An RDI for a nutrient is the amount that everyone needs to consume each day.
T F Changing our diet will do little to reduce the risk of many chronic diseases.

LEARNING OBJECTIVES
1.1 Describe how various factors influence 1.5 Explain how the four assessment methods
personal food choices. are used to detect energy and nutrient
1.2 Name six major classes of nutrients and deficiencies and excesses.
identify which are organic and which yield 1.6 Identify several risk factors and explain
energy. their relationships to chronic diseases.
1.3 Explain the scientific method and how 1.7 Recognise misinformation and describe how
scientists use various types of research to identify reliable nutrition information.
studies and methods to acquire nutritional
information.
1.4 Define the four categories of the Nutrient
Reference Values (NRVs) and explain their
purpose.

Blackberries
are a very
good source of
vitamin C and
manganese

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 2 Understanding nutrition

Welcome to the world of nutrition. Although you may not always have been aware of it,
nutrition has played a significant role in your life. And it will continue to affect you in major
ways, depending on the foods you select.
Every day, several times a day, you make food choices that influence your body’s health for
better or worse. Each day’s choices may benefit or harm your health only a little, but when
In general, a these choices are repeated over years and decades, the rewards or consequences become major.
chronic disease That being the case, paying close attention to good eating habits now can bring you health
progresses slowly or benefits later. Conversely, carelessness about food choices can contribute to many chronic
with little change and
diseases prevalent in later life, including heart disease and cancer. Of course, some people
lasts a long time. By
will become ill or die young no matter what choices they make, and others will live long lives
comparison, an acute
disease develops despite making poor choices. For the majority of us, however, the food choices we make each
quickly, produces and every day will benefit or impair our health in proportion to the wisdom of those choices.
sharp symptoms and Although most people realise that their food habits affect their health, they often choose
runs a short course. foods for other reasons. After all, foods bring to the table a variety of pleasures, traditions and
• chronos 5 time associations as well as nourishment. The challenge, then, is to combine favourite foods and
• acute 5 sharp fun times with a nutritionally balanced diet.

PUTTING 1.1 Food choices

COMMON SENSE
TO THE TEST People decide what to eat, when to eat and even whether to eat in highly personal ways, often
based on behavioural or social motives rather than on an awareness of nutrition’s importance
What we eat is to health.
largely driven by how Many different food choices can support good health, and an understanding of nutrition
hungry we are.
will help you to make sensible selections more often.
FALSE
Personal preference
As you might expect, the primary reason people choose foods is taste – they like certain
flavours. Two widely shared preferences are for the sweetness of sugar and for the savouriness
of salt. Liking high-fat foods also appears to be a universally common preference. Other
preferences might be for the hot chilli common in Mexican cooking or the curry spices of
Indian cuisine. Some research suggests that genetics may influence people’s food preferences.1

Habit
People sometimes select foods out of habit. They eat cereal every morning, for
example, simply because they have always eaten cereal for breakfast. Eating a
familiar food and not having to make any decisions can be comforting.

Ethnic heritage or tradition

Among the strongest influences on food choices are ethnic heritage and tradition.
People eat the foods they grew up eating. Every country – and, in fact, every
region of a country – has its own typical foods and ways of combining them into
meals. The ‘Australian diet’ includes many ethnic foods from various countries,
such as Greece, Italy, Thailand and China, all adding variety to the diet. The New
Zealand diet has been influenced by British, Pacific and, more recently, Asian
migrants. Recent trends in the New Zealand diet include a reduction in beef, lamb
and potatoes and an increase in poultry, pasta and rice, which is a reflection of
international food trends, food prices and ease of preparation.2
Getty Images/Fuse

Social interactions
Most people enjoy companionship while eating. It’s fun to go out with friends for
An enjoyable way to learn about other pizza or Thai. Meals are social events, and sharing food is part of hospitality. Social
cultures is to taste their ethnic foods.
customs invite people to accept food or drink offered by a host or shared by a group

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 Chapter 1: An overview of nutrition 3

regardless of hunger signals. Such social interactions can be a challenge for people trying to
limit their food intake; Chapter 9 describes how people tend to eat more food when socialising
with others. People also tend to eat the kinds of foods eaten by those in their social circles,
thus helping to explain why obesity seems to spread in social networks and weight loss is easier
with a partner.

Marketing
The food industry competes for our food dollars, persuading consumers to eat more – more
food, more often. These marketing efforts pay off well, generating billions of dollars in new
sales each year. In addition to building brand loyalty, food companies attract busy consumers
with their promises of convenience.

Availability, convenience and economy

People eat foods that are accessible, quick and easy to prepare, and within their financial
means. Today’s consumers value convenience and are willing to spend more than half of
their food budget on meals that require little, if any, further preparation.3 They frequently
eat out, bring home ready-to-eat meals or have food delivered. Even when they venture into
the kitchen, they want to prepare a meal in 15 to 20 minutes, using fewer than half a dozen
ingredients – and those ‘ingredients’ are often semiprepared foods, such as canned soups.
This emphasis on convenience limits food choices to the selections offered on menus and
products designed for quick preparation. Whether decisions based on convenience meet a
person’s nutrition needs depends on the choices made. Eating a banana or a chocolate
bar may be equally convenient, but the fruit offers more vitamins and minerals and less
sugar and fat.
Given the abundance of convenient food options, fewer adults are learning the cooking
skills needed to prepare meals at home, which has its downside. They are more likely to eat
out where the choice is often low-cost fast-food outlets. People who are competent in their
cooking skills eat more of their meals at home and tend to make healthier food choices.

Positive and negative associations

People tend to like particular foods associated with
happy occasions – such as meat pies at football games
or cake at birthday parties. By the same token, people
can develop aversions and dislike foods that they ate
when they felt sick or that were forced on them.4 By
using foods as rewards or punishments, parents may
inadvertently teach their children to like and dislike
certain foods.

Emotional comfort
Emotions are another factor that guide food choices
and eating behaviours. Some people cannot eat
when they are emotionally upset. Others may eat
in response to a variety of emotional stimuli – for
example, to relieve boredom or depression, or to calm
anxiety.5 A depressed person may choose to eat rather
Alamy/Wave Royalty Free

than to call a friend. A person who has returned

home from an exciting evening out may unwind with
a late-night snack. These people may find emotional
comfort, in part, because foods can influence the
brain’s chemistry and the mind’s response. Eating in
To enhance your health, keep nutrition in mind when selecting foods.
response to emotions can easily lead to overeating and

Copyright Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
4 Understanding nutrition

obesity, but it may be appropriate at times. For example, sharing food at times of grief serves
both the giver’s need to provide comfort and the receiver’s need to be cared for and to interact
with others, as well as to take nourishment.

Values
Food choices may reflect people’s religious beliefs, political views or environmental concerns.
For example, many Christians forgo meat during Lent (the period prior to Easter), Jewish
law includes an extensive set of dietary rules that govern the use of foods derived from
animals, and Muslims fast between sunrise and sunset during Ramadan (the ninth month
of the Islamic calendar). A concerned consumer may boycott fruit picked by migrant workers
who have been exploited. People may buy vegetables from local farmers to save the fuel and
environmental costs of foods shipped in from far away. They may also select foods packaged
in containers that can be reused or recycled. Some consumers accept or reject foods that have
been irradiated or genetically modified, depending on their approval of these processes (see
Chapter and Highlight 19 for a complete discussion).

Nutrition and health benefits

Finally, of course, many consumers make food choices that will benefit health. Making
healthy food choices 100 years ago was rather easy; the list of options was relatively short
and markets sold mostly fresh, whole foods. Examples of whole foods include vegetables
and legumes; fruits; seafood, meats, poultry, eggs, nuts, and seeds; milk; and whole grains.
Today, tens of thousands of food items fill the shelves of super-grocery stores and most of
those items are processed foods. Whether a processed food is a healthy choice depends,
in part, on how extensively the food was processed. When changes are minimal, processing
can provide an abundant, safe, convenient, affordable, and nutritious product.6 Examples of
minimally processed foods include frozen vegetables, fruit juices, smoked salmon, cheeses,
and breads. The nutritional value diminishes, however, when changes are extensive, creating
ultra-processed foods. Ultra-processed foods no longer resemble whole foods. They are
made from substances that are typically used in food preparation but not consumed as foods
themselves (such as oils, fats, flours, refined starches and sugars). These substances undergo
further processing by adding little, if any, processed foods, salt and other preservatives, and
additives such as flavours and colours. Examples of ultra-processed foods include soft drinks,
corn chips, confectionery, chicken nuggets, canned cheese spreads and pastries. Notably, these
foods cannot be made in a home kitchen using common grocery ingredients. Dominating
the global foods market, ultra-processed foods tend to be attractive, tasty and cheap – as well
as high in fat and sugar. Consumers who want to make healthy food choices will select fewer
ultra-processed foods and more whole foods and minimally processed foods.7

A person selects foods for a variety of reasons. Whatever those reasons may be, food choices
REVIEW IT

influence health. Individual food selections neither make nor break a diet’s healthfulness, but the
balance of foods selected over time can make an important difference to health. For this reason,
people are wise to think ‘nutrition’ when making their food choices.

1.2 The nutrients

Biologically speaking, people eat to receive nourishment. Do you ever think of yourself as a
biological being made of carefully arranged atoms, molecules, cells, tissues and organs? Are
you aware of the activity going on within your body even as you sit still? The atoms, molecules
and cells of your body continually move and change, even though the structures of your
tissues and organs and your external appearance remain relatively constant. Your skin, which

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 Chapter 1: An overview of nutrition 5

has covered you since your birth, is replaced entirely

by new cells every seven years. The fat beneath your
skin is not the same fat that was there a year ago.
Your oldest red blood cell is only 120 days old, and
the entire lining of your digestive tract is renewed
every three to five days. To maintain your ‘self’,
you must continually replenish, from foods, the
energy and the nutrients you deplete as your body
maintains itself.

Nutrients in foods
and in the body

Shutterstock/Maridav
Amazingly, our bodies can derive all the energy,
structural materials and regulating agents we need
from the foods we eat. This section introduces the
nutrients that foods deliver and shows how they
participate in the dynamic processes that keep people
alive and well.

Composition of foods FIGURE 1.1 Body composition of healthy-weight men

Chemical analysis of a food such as a tomato and women
shows that it is composed primarily of water The human body is made of compounds similar to those found in
(95 per cent). Most of the solid materials are foods – mostly water (60 per cent) and some fat (13 to 21 per cent for
carbohydrates, lipids and proteins. If you young men, 23 to 36 per cent for young women who are of a healthy
weight), with carbohydrate, protein, vitamins, minerals and other
could remove these materials, you would find
minor constituents making up the remainder. (Chapter 8 describes
a tiny residue of vitamins, minerals and other the health hazards of too little or too much body fat.)
compounds. Water, carbohydrates, lipids, proteins,
vitamins and some of the minerals found in foods
are nutrients – substances the body uses for the
growth, maintenance and repair of its tissues.
This book focuses mostly on the nutrients;
however, foods contain other compounds as well –
fibre, phytochemicals, pigments, additives, alcohols
and others. Some are beneficial, some are neutral
and a few are harmful. Later sections of the book
touch on these compounds and their significance.

Composition of the body

A complete chemical analysis of your body would
show that it is made of materials similar to those
found in foods (see Figure 1.1). A healthy 70 kg body
contains about 41 kg of water and about 9 to 21 kg
of fat. The remaining kilograms are mostly protein,
Key:
carbohydrate and the major minerals of the bones.
Getty Images/PhotoDisc

% Carbohydrates, proteins, vitamins, minerals in the body

Vitamins, other minerals and incidental extras
constitute a fraction of a kilogram. % Fat in the body
% Water in the body
Chemical composition of nutrients
The simplest of the nutrients are the minerals. Each As Chapter 5 explains,
mineral is a chemical element; its atoms are all alike. most lipids are fats.

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I>un — za, Star liene. P. e. CI' àbit al gli dona - Qtielr abito
le dona. Dimlèra - y- Donnaccia, Baldracca, Donna sregolata. Dupièr
- V. Doppiare, Addoppiare, Piegare. SupiStt - n. Coppiòla, Due colpì
tirati uno dietro l' altro collo Bcbioppo o colla pistola. IDuplón - n.
Doppi, Quei bozzoli formati da due bachi da seta. §. Coppiòla, T.
delle tessitore. Difetto del tessuto, per essere rimasto in qualche
punto addoppiato il filo del ripieuo. DUT - agg. Duro. § 1. Prèda dura
- Pietra dura. Pietre dure, Le più preziose. § 2. Aver la pela dura -
Avere la pelle dura. Fig. Resistere ai mali fisici e morali. § 3. Chèrna
dura - Carne dura, alida, coutr. di Morvida o frolla. - Pan dur - Pane
duro, contr. dìfrefco. D' ova, più com. iodo. § i. Duro, di letti o sedili,
contr. di HorTÌdo e Soffice. § 5. Duro, d' una molla d' una serratura.
§ 6, L' è dura ! - L' È dura !, Sopportar di mal animo. § 7. Cor dur -
Cuor dato, che non ei commuove. g 8. Tèsta dura o dur d' tèsta -
Testa dura 0 Duro di testa, Tardo ad intendere. § 9. Esser dur d'
urSccia - Aver orecchio duro, e più com. timpano duro. § 10. ParòI
duri - Parole dure, Spiacevoli. § 11. Oss dur - Osso duro, Difficoltà
grave. § 12. À mus dur, a grinta dura - A muso duro, A grinta dura,
con franchezza ruvida. § 13. Con facia dura - Con faccia dura, Senza
commover sì. § 14. Dur a fèr... - Duro a fare.... Di chi s' induce con
difficoltà. § 15. E lo dur! - E lui duro! Ellit. e f^m. Ostinato. § 16.
Stèr, Tgnir dur - Stare, Ten^ duro. Fermo, Ostinato. § 17. Aver i
córen dur - Aver le corna dure, Fam. Resistere ai malanni fisici e
morali § 18. D' hdcca dura - Di boa cavallo che non cura il morso. §
19. Truvèr dur, Éssregh dal var duro. Esserci del duro, Inconti
Duradór - n. Doratore. V. Duradura - n. Doratura BADUBA. Durèr - V.
Durare. § 1. Durèrla - Fam. Durarla § 2. Durèr fadiga a... - Duri
Averci molte difficoltà. Durmida - n. Dormita. Durmlón - n.
Dormiglion Durmlóna - n. Dormigli Durmlr - n. Dormire. §. Durmlr d'
la gròssa - Dormi Dormir profondamente. Parlandosi seta, si dice
Dormire la prima o i o delta bianca; Dormire la secon nerina;
Dormire la grossa o dell - Durmlr a panz' élta o in schéna - Giacere o
dormir suj. ~ Durmlr a panz' a bass dormir boccone, bocconi. -
Durmfr ia galón - Dormire di fianco, o di taglio, o per fianci - Durmlr
aranainè - Dormir Fuàént - agg. num. Due< ginto. Dutór - n.
Dottore. § 1. Dottare asaol. Medico. § 2. Fèr al dutór - Fare il
Saccente.
 Dut — 152 — Elbr IDuturèr - v. Dottoreggiare^ più com.
Sdottoreggiare, Fare il dottore, il saccente. Duiéna * n. Bottina. -
Du^éna d'óv - Serqua d^uovai e cosi di cose da mangiare. - Da
du2éna - Da o di dozzina. Roba di poco prezzo. § Andèr, Èsser, Tgnir,
Tór a dniéna Andare, Essere o Stare, Tenere o Prendere a dozzina.
Duiinàrllt - n. Bottinante. Dvanadór - n. Arcolaio, Arnese che sostiene
la matassa, e gira quando si dipana. DvaJlèr - V. Dipanare
Aggomitolare, traendo il filo dalla matassa. Dvér - n. Dovere. -
Cràdres in dvér - Sentirsi in dovere. - Manchèr al so dvér - Mancare,
al suo dovere. - Tgnir un a dvér - Tenere uno a dovere. Far stare uno
a dovere. Dvlnèl - V. BvnjÈL. Dvlntèr - V. Diventare, Doventare. § 1.
Dvintèr fròl - Diventar fròllo, Si dice della carne. § 2. Dvintèr pass -
Diventar floscio. Appassire. § 3. Dvintèr pastóé - Ammorbidarsi,
Ammx)rhidirsi. § 4. Dvintèr r6ss - Fig. Accendersi in viso 0 nella
faccia, o Accendersi il viso o la faccia, Diventar molto rosso per
febbre, per vergogna, per aver camminato al sole, per effetto del
bere e del mangiare. § 5. Dvintèr vèrd, ed mèli culór - Diventar
verde, di mille colori, Per ira, per vergogna, paura. § 6. Dvintèr d'
sass - Diventare di sasso, Rimaner stupefatto. iDzamber - V.
Dzèmber. IDzèniber - n. Dicembre. Dzernir (dal lat. cernere, e,
mutata coniugazione, cernire) - v. Scegliere, Separare. Cernere è di
raro uso e del linguaggio scelto. DzervlamélXt - n. Rompicapo,
Stordimento. DzervlèreS, Dzervlèrs - n. Dicervellarsi, Discervellarsi.
Dzifrèr - n. Dicifrare, Decifrare. Dzipèr ( da dizeppare = sottrarre,
che poi deriva da zepp z=z pieno, fitto, infarcito) - V. Succhiare il
buono, Levar la bambagia dal farsetto. ( Galvani ). I>zlèr, Dzlères -
V. DEdzLÈB. Diun - n. Digiuno. - D2un del campàn - Digiuno delle
campane. Dal giovedì santo al sabato santo. - A d2un - A digiuno.
Modo avv. § 1. Èsser a d2un - Fig. Essere a o al digiuno, Ignorare. §
2. Guastèr o romper al diun - Sdigiunarsi, Rompere il digiuno.
IDiunèr - Digiunare. s Vj ^ E, Quinta lettera dell'alfabeto, seconda
delle vocali. § 1. E - E, Nel significato di Ebbene, In questo caso,
Quandè cosi. « Iv r5tt? E vuèter paghe - Avete rotto? E voi pagate ».
§ 2. E - JE7, Nel significato di Invece, All'opposto. « Tùtt cberdiven e'
T ascultàss, e lo al durmiva - Tutti credevano che ascoltasse, e lui
È
dormiva ». iéban - n. Èbano. Sbetnésta - n. Ebanista. Sbén,
particella che indica risoluzione, concessione e simili - Ebbh, Ebbene.
§. Ebón cuàa gh'è d'nóv? - Ebbhie che c'è di nuovo $ Èbet - agg.
Èbete, Stupido, Balordo, Scemo. STbetisèm - n. Ebetièm^. Sbr&lcll -
agg. Ebràico. §. L'ebràich - n. U ebraico. La lingua degli ebrei. Sbré -
n. Ebrlo, Israelita. §. Ebreo, Dicesi di colui che vende a
 Blbr 153 Bla prezzo esorbitante i viveri e le merci. Usuraio.
Sjbréa * n. Ebrla, fem. di Ebreo. EiOOe IXOXno ( parer un ) - Parere
un ecce homo, Di persona che sanguina, specialmente nel viso, per
ferite riportate. !ÉcCO - avv. Ècco, Si usa neir annunziare persone o
cose aspettate, cercate ; « Ecco al papà * Ecco il babbo ». §. Eccoci,
Ci siamo, siamo arrivati. Scedénza (non comune) - n. Eccedenza,
Quello che in un conteggio risulta in più. Modo novo. Ck)muuemente
II di più, H soprappiù, (al de pio). Bcéntricll - agg. Eccentrico,
Stravagante. Voce nuova. Eloentricitè - n. Eccentricità. SJcèss - n.
Eccésso. § 1. Andèr da un ecèss a 1* èter - Andar da un eccesso ali*
altro. § 2. Andèr a i ecèss - Andare agli eccessi. Scessiv - agg.
Eccessivo. ScetUÒr - V. Eccettuare. Voce non com. E!06ZÌÓI1 - n.
Eccezione. Bcezionèl - agg. Eccezionale, Fuori del comune. Bcitétbil -
agg. Eccitàbile, Di persona che si riscalda segnat. per ira. Elcitaxnént
- n. Eccitamento. Elcitazión - m Eccitazione. Bcitères, Scitèrs - v.
Eccitarsi. Bcléss - n. Eclissi, Ecclissi, Eclisse, Ecclisse. ElOliSSèr * V.
Eclissare, Ecclissare, Nel senso iperb. di vincere. « La Margarétta
Teclissèva tfttt el sgnóri - La Margherita ecclissava tutte le signore ».
ScliSSèreS, ScliSSÒrS - v. Eclissarsi, Ecclissarsi. £jCO - n. Eleo,
Ripetizione della voce o del suono ripercosso da un corpo. §. Fèr èco
- Far Ico, Fig. per Ripetere, Assentire. Bcònem - n. Ecònomo, Che ha
economia ed anche chi risparmia. §. Ecònomo, Ufficio. EiCOnoxnÒt -
n. Economato, Ufficio d' economo. SJconoxxiia * n. Economìa, p^r
Risparmio. Bconomiisèr - v. Econoìnittare, Voce nuova per
Risparmiare, Far economia. SiCrétn - n. Parafuoco. JÈSden * n.
Èden, per Luogo ameno. SJdétt - n. Editto, Ordine promulgato da
una pubblica autorità. SJdifézi - n. Edificio, Costruzione grandiosa.
Bditór - n. Editore. Ejdizión - n. Edizione. SJdUCanda - n. Educanda,
Giovinetta in educazione. BdUCandèt - n. Educatòrio. Bducazión - n.
Educazione. Sducliè, Sduclxèda - P. pass, e agg. Educato, Educata.
EidUClxèr - v. Educare. EIfèt - n. Effhtto, Nei vari sensi dell' italiano.
Sfetiv - agg. Effettivo. BfetU&bil - agg. Effettuàbile. Sfetuè» Sfetuèda
- P. pass. Effettuato, Effettuata. Sfetuèr - v. Effettuare Mandare ad
effetto. Sfetuères, Sfetuèrs - v. EffettuarsL ÉSglieta - n. p. Igata.
Bgroésta - n. Egoista. Slgoiéem - n. Egoismo. Bgxièl - V. Ugtjèl. Él -
É
art. fem. Le. P. e. El gamb - Le gambe. ]É1 - pron. Esse, Loro. « El
vólen vgnir dmàn - Esse vogliono venire domani. "ÈjLb, - n. Ala, Ali.
§ 1. Arbassèr egli èl - Abbc^sar le ali, Fig. Metter giù V orgoglio. § 2.
Avrir egli èl - Aprir Vali, Sollevarle. Fig. Cominciare a sollevarsi
acquistando credito e potenza; e nello stesso senso Spiegare,
Allargar V ali. § 3. Aver egli èl ai pè - Aver Vali ai piedi, Aver V ali.
Correre molto. § 4. Aver, Tgnlr egli èl bassi - Avere, Tenere le ali
basse, Stare umile. § 5. Sbàter egli èl - Batter V ali. Agitarle.
Tofkolario Modene$e-!talian9 I>ispeiisa. «ÌO.*
 sia — 154 — Blo § 6. Métter, Spnntèr egli èl * Mettere,
Spuntare le ali, Crescere le penne dell' ali. § 7. Spnntèr egli él *
Spuntar le ali ( agli uccelli), Tagliarne l'estremità. § 8. Èia d' fédegh -
Ala di fegato, Lobo. § 9. Èia d' péss - Ali, Pinne dei pesci. § 10. Èia
dal capei - Tesa, Falda del cappello. § 11. Èia dal punt - Parapetto,
Sponda. § 12. Èia d' la brétta - Visièra. § 13. Punta d' V èia - Punta,
Estremità dell* ali. § 14. Èl dal nès - Pinne o Le pinne del naso. § 15.
Fèr egli èl - Fare, MetUre le ali per Andarsene, Sparire. Perdere certe
cose improvvisamente, come se, messe le ali, fossero fuggite. § 16.
Stènder egli èl - Stendere, Spiegare le ali. Slaboretzión - n.
Elaborazione. Blaborè, Slaborèda - P. pass. Elaborato, Elaborata.
Blaboròr - v. Elaborare. Blè^Stioll - n. Elàstico. § 1. Elàstich da
calzétt - Elastici, ovvero Laccetti elastici. § 2. Stivai con i elàstich -
Stivaletti colV elastico. Blasticitè - n. Elasticità. Alba - n. Alba. - In-t'
al fèr d' V èlba - Sul far deW alba, Allo spuntar delV alba. Slber - n.
Àlbero, Sue parti: piede, tronco, scorza, rami, frasca, foglie, barbe o
radici. § 1. Èlber in pé - Albero ritto. Non tagliato. § 2. Èlber bugnód
o grnplóà - Albero scabbioso, scabroso. § 3. Èlber sSccb in pè -
Albero secco. § 4. Apuntalèr i èlber - Pollare gli alberi. - Se carichi di
frutta, Puntellare, Staggiare gli alberi. § 5, Buda dóv es pianta i èlber
- Formella. § 6. Seal vèr i èlber - Scapezzare gli edberi, Svettarli,
Potarli a capitozza. § 7. Èlber da frut - Albero fruttifero. § 8. Èlber
salvadegh - Albero salvcUieo. § 9. Arapères so pr' i èlber - Arrampi^
carsi 0 Inerpicarsi su gli alberi. § 10. Èlber a-t' abraz, févra a-t' lass ;
Èlber a-t'ho abrazè, fóvra a-t'ho lasse - Pregiudizio secondo il quale,
avendo le febbri terzane, si va a digiuno a legare un albero con un
filo, dicendo: Albero t* abbraccio, febbre io t' abbandono ; Albero ti
ho abbracciato^ febbre ti ho lasciato. Éllbi - n. Del pollame
Beccatoio; Del porco Trògolo ; di altri bestiami Abbeveratoio., Slef&nt
* n. Elefante. Eileg'à.Xlt - agg. Elegante. Bleganza - n. Eleganza.
Blegibil - agg. Eleggibile, Eligibile^ Che si può eleggere. ]Éllexn - n.
Elmo, Casco, CaschettOy (T. militare). Eileinént - n. Elemento. §.
Èsser in-t' al propri elemént - Fig. Essere nel proprio elemento, nel
suo elemento , In luogo, condizione, compagnia confacente,
graditissima. Xileineiltòr - agg. Elementare. § 1. Méster elementèr -
Maestro eZemen» tare. Blénoll - n. Elènco. Eliot» Sjlèta - P. pass, e
agg. Elètto,. Elètta. Bletór - n. Elettore. BlÒtricll - agg. El^rico.
Bletricitò - n. Elettricità. E!letri±èr - v. Elettrit&are, Suscitare ne'
corpi V elettricità. E:ietri±ères, Bletriièrs - v. EMtri&iarsi, Eccitarsi
fortemente per allegrezza» Voce nuova. Ravvivarsi, Mettersi in
giiibilo, in gioia £:ié±er - v. Elèggere. Slezión - n. Elezione. §. Elezión
politich, aministratlv - Elezioni politiche, amministrative. Slexir - n.
Eliàir, Elièire, Liquore. Slle " n. Èlle, Lettera dell'alfabeto. ]È21ga - n.
Alga. SlÓg' - n. Elògio. Bloquént - agg. Eloquènte. eloquènza - n.
Eloquènza.
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Elt — : iUt - ftgg. Alto, Che ha un'altezza di.. < Per la

atrèda agb'è óna pólvra èlta un di — Per la ttrada e' è una polvere
atta un dito >. g 1. Alto, contr. di Basso : Om, dOnna élta - Uomo,
Donna alla dì statura. § 2. Acqua élta - Acqua alta, quando cresce
sopra il livello ordinario. Parlando del livello ordinario sì dice fonda
non alta. § 3. Pólvra, Nova èlta - Polvere, Neve alta, Accumnlata. §
4. Càmer èlti - Camera alle, sfogate. ' § 5. Sòl, De èlt - Sole, Giorno
alto. § 6. Frézi èlt - PTètzi alti. § 7. Di panni, drappi, tessuti, Indica la
larghezza del telo. < Pann èlt an méter Panno alto un metro. § 8. A
yóè èlta - A voce alta, A alta voce. § 9. Tir èlt, o b&BB - Tiro allo, o
basso, che passa al di aopra, o al di sotto del punto preso di mira. §
10. Mirèr in èlt - Fig. Mirare in alto. Avere o Metter la mira alta.
Pretender molto più di quel che si merita. Più com. Tlrèr in èlt. § 11.
Carnevèl èlt, Pasq[na, Quarésma élta o bassa - Carnevale alto,
Pasqua, Quarésima alta. § 12. Nómmer èlt - Nùmero alto, § 13.
Purtèrla èlta - Tenersi alto, più com. Tenersi su. Far gran stima di sé.
§ 14. Tgnir èlt al aó mestér - Tener alta la sua professione, non
l'avvilire, § 14. Andér a test' èlta, Purtèr èlt la tèsta Andare a testa
atta. Portar la testa alta, Aver la coscienza sicura. § 16. Andér in èlt -
Andare in alto. Salire in alto. § 17. Fér élt e basa - Fare alto e basso.
Farla da padrone. § 16. Caschèr d'èlt in bÀas - Cadere d'alto in
basso, Fig. di buono in cattivo stato. § 19. Guardèr d'èlt in b&ss -
Guardare d'alto in basso. Trattare con alterigia. £ìlta. - n. Altura,
Luogo elevato, posto elevato. §. Guardèr a l'èlta - Guardare in alto,
Guardare in su. Alter - V. Eteb. Èlz da calzulèr - n. Alzo, Rialto, • —
EUin. Cuoio che si mette sulla forma per farne la scarpa più grande.
Sxnanclpazión -n.Em Bmanolpèr - v. Emano, Smanoipò, Smancii
pass, e agg. £ntanctpa(o, Emanc ]B]maU8 (Andèr in) - v. 3 nire.
Andare in fumo, in dilegui S^mbrión - n. Embrione. §. In embrión -
In embrione, BmendÒr - v. Emendare Bmendères, Emend
Emendarsi. Eìmlgrazióll - n. Emigr Smigrè, Smlgrèda grato. Emigrata.
ESmigrèr - v. Emigrare. Sìmlssarl - n. Emissar mandata. JÉmme - n.
Èmme, I>etter bete. Smollént - n. Emolliènti Di medi. Smorogla - n.
Ó
Emorra^ di sangue, ecc. BmozlÓn - n. Emozione. Empiainéiit - aw.
Emi - Una coàa fata empiamént fatta empiamente, malissimo, alla
Bmpietè - n. Empietà. Empòri - n. Empòrio,' Li dante d' ogni cosa.
Smulazlón - n. Emulax Emulsióll - n. Emulsion Snclolioa - n.
.Encìclica. Andes (è l'ital. indice) nido. Nidiàndolo, L' ovo che si lai
delle galline, quasi a dimostrar lo hanno a far le ova. Se è art«
Éndice. Snergia - n. Energìa. Snèrglob. - agg. Etùrgie Snergómen -
agg. Eneri sesso. Xlnigma - n. Enigma, En dì persona vale non
conoscerne be la condotta. Enlgm&tloli - agg. EniAnne - n. Ènne,
Lettera fi
 Bno 166 — Ere Enorem - agg. Enorme, Che eccede la mole,
la misura. EjXXOrzXlitò - n. Enqrmitàf Enormexza, EjQtitò - n. Entità
per Importanza, Rilièvo. P. es. Coda ed poca entitè * Cosa di poca
entità, Entr&nt - agg. Entrante, Fam. chi, non chiamato, s'
intromette nelle cose degli altri. Entrèda o Intrèda - n. Entrata,
Ingresso, Luogo onde si entra. § 1. Entrata per Rendita, Redito,
Provento. § 2. Viver d' entrèda - Campare, Vivere d* entrata» -
Entrèda d* la pòrta - Entrone, Androne, volg. Landrone. Entrèr - v.
Entrare. Entuéiaéem - n. Entuèiasmo. Entuéiasmè, Entùàiasxneda -
P. pass. Entuèiaàmato, Entuàia.^mata. Voce nuova, Preso da
entusiasmo. Entuéiasmèr - v. EnttiAiaàmare. Voce nuova, Destare
entusiasmo. Entusiasta - n. Entt^Aiasta. Epidemia * n. Epidemìa,
Contagio.. Epifania - n. Epifanìa, volg. Befanìa. e più com. Befana.
]Élpoca - n. Època. Equilébri - n. Equilìbrio. Equilibrèr - v. Equilibrare.
Equinòzi - n. Equinòzio. §. Ciapèr un equinòzi - Prendere U7i
equinozio. Scherz. per prendere un equivoco. Eqilipà>grgr' - n.
Equipaggio, Carrozza di lusso, ecc. Equivoci! - agg. e nom. Equìvoco.
Èira - n. Aia, Spazio piano adattato per battervi il grano. § 1. Metter
in-t' V èra - Mettere in aia. Distendervi i covoni per batterli. § 2.
Imbuazèr V èra - Imbiutare, o Imhuinare V aia. § 3. Mnèr al can per
Fera - Menare il can per V aia, Condurre una cosa o un discorso in
lungo. Èrba - n. Èrba. - Èrba regina - Abròtano. - Èrba amèra - Erba
amara, Erba santam^ria. - Èrba limóna -- Melissa e volg. Cedronella
0 Erba cedrina. - Èrba d' San Zvan - Spigo. - Èrba mèdga o spagna -
Erba medica 0 spagna. - Èrba Luigia - Erba aloisia, o cedrina 0
cedrola. - Èrba bona - Prezzémolo. - Èrba brósca - Acetosa,
Acetosella. § 1. Èrba cassia - Erba cassia. § 2. Èrba voglio - Erba
voglio. * U èrba voglio r ban crfiss gnanch in-t' al giardèn dal dùcca -
U erba voglio non e* è, e non fa neanche in Bóboli ». § 3. Fèr d' V
èrba - Far erba, e Far V erba, Raccoglierla per darla alle bestie. § 4.
Fèr d' ogni èrba un fass - Fare d'ogni erba fascio... § 5. Metter a
èrba - Mettere a erba, più com. a fieno o a prato. - Metter a èrba -
Mettere dVerba; Delle bestie quando si pascono di sola erba. § 6.
Scampa cavai che Térba cr6ss - Mentre V erba nasce, muore il
cavallo. § 7. Cumprèr, Vénder in èrba - Comperare, Vendere in erba;
Di granaglie contrattate innanzi alla raccolta. § 8. Magnèr, Magnères
al racòlt in èrba - Fig. Mangiare, Mangiarsi il raccolto in erba, Di chi
spende sulle rendite che hanno a venire. § 9. In erba - In erba,
Dicesi Fig. di qualunque cosa non per anco giunta a perfezione, o di
persona non giunta al grado a cui si presume esser per giungere. <
Dutór in èrba - Dottore in erba ». Erbèrgg' - n. Erbaggio. Erbaról,
Erbaróla - n. Erbaiòlo, Erbaiòla. Erbe, Erbèda - agg. Erbato, Erbata.
Erbéna - n. Erbicciòla, dim. di Erba. Élrbes - n. Paletto, Verga di ferro
posto alla testata delle catene e delle travi degli edifici per tenerle
ferme. :Èrbes - V. Èkpegh. Erbgliòr - V. Erpghèb. Élrca - n. Arca per
Tomba mortuaria. Élrcll - n. Arco. - Èrch d' la pòrta - Arcale.
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— 157 — - Rrch da 6na ca a V èltra sovra la strèda -

Cavalcavia, §. Èrch celòst - Arcocéleate, Arcobaleno, Iride. Bréd - n.
Erlde. Breditò - n. Eredità. Breditòr - y. Ereditare. Bremétta - n.
Eremita. Breàia, Reàia - n. EreAa, volg. Resia. BrètiOlX - agg. ErUico.
B«rgétStol - n. Ergàstolo. Srg'lieil - u. Àrgano. §. Vlóregh i èrghen a
fèr óna còda - Volerci gli argani a fare una cosa; Fare una cosa
tiratovi cogli argani. iÉIrma - n. Arma. § 1. Èrma d' la ca - Arma,
Stemma gentilizio. § 2. Èrma del donn : la léngua, egli ong', el
lègrem - Arme delle femmine : La lingua, V ugne, le lagrime.
SjX*xnetÌOaxnént - avy. Ermeticamente. Srnia - n. Ernia, Allentatura,
AlUntagione. Xlròd - n. Erode. §. Mandèr da Eròd a Pilèt - Mandare
da Erode a Pilato. IBÌrogllÒT - V. Erogare. EJrÓP - n. Errore, Sbaglio.
§ 1. Èsser in errór - Essere in errore. § 2. Errór en fa pagamént -
Errore non fa pagamento. ElrpègrlX - n. Erpice, Strumento dell'
agricoltura. iÈrpete * n. Èrpete, Malattia cutanea. Brpg'lxòr * ▼.
Erpicare, Spianare o tritar la terra coir erpice. lÉrre - n. Èrre, Lettera
dell'alfabeto. Éirta - n. Èrta. §. Stèr a Tòrta - Stare alVerta, Usar
cautela. Srs - agg. Arso, Riarso, Secco, Arrostito, troppo caldo. §. Ers
da la sé * Riarso dalla sete. Morto di sete. Erzen - n. Argine,
Ciglione, Terreno rilevato sopra la fossa che sorvasta il campo. §.
Èrzen d'sass - Sassaia. Brudizión - n. Erudizione. Bruzión - n.
Eruzione, Comparsa di pustole o bollicine alla pelle in alcune
malattie. Ejéagrerazión - n. Eàagerazione. Elàagerè, Béagerèda - P.
pass. Eèagerato, Esagerata. Bàagerèr - v. Eàagerare. Séalazión - n.
Eèàlazione. Eléaltamént» Bàaltazlón - n. EèaUamento. Bàaltè,
Bàaltòda - F. pass. Eèoltato, Eèaltata. SéaltÒr - V. Eèaltare.
Bàaltères, Bàaltòrs - v. EèaUarsi. Béam - n. Eèame. Bàaxninèr - v.
Eèaminare. Bàaminadór - n. Eèaminatore. Elàamón - n. Eàamone.
Sà&t - agg. Eàatto. Bàatamént - aw. Eèattamente. Béatazza - Y.
Esatèzza. Bàatézza - n. Esattezza. Séatór - n. Eàattore. Béaudir - v.
Esaudire. Bàaurir - v. Esaurire. Béauturèr - v. Eèautorare. Béazlón -
n. Esazione. Bscandesséliza - n. Escandescènza, Ira subitanea.
Bsclùder - v. Esclùdere. Bscluàión - n. EscluAione. Ssduéiv - agg.
Esclusivo. Bscurslón - n. Escursione, Gita. Séecrazlón - n.
Esecrazione. Béecrèr - v. Esecrare. Bàecutiv - agg. Esecutivo.
Béecutór - n. Esecutore. BéeCUZiÓIl * n. Esecuzione. Béegulr - v.
Eseguire. Béélli - n. Esilio Bééxnpi - n. Esempio. Bàemplèr - n.
Esemplare^ §. Esemplare, Mostra, Modello. Séen - n. ^51710,
Ciuco, Met. Ignorante 2iOtico. § 1. La vèr la tòsta alTòSen - Lavare tt
capo all'asino. Far cosa vana.
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— 158 — Bsp § 2. Lighèr réden àòv a vói al padrón Legar V

asino dove vuole il p
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Esp — ] tlUo. Spedale dei trovateUi, più com. Spedale degli

innocentì. Volg. Nocentini. Ssprómer - v. Esprimere. Saprèss - n.
Esprìaao, Mésso, Measàggio straordinario. Bspressión ' n.
impressione. iEspreSSlv - agg. Espressivo. SSsproprlèr - v.
Espropriare. SsproprlazlÓn - n. Espropriazione. Esse - n. Èsse, lettera
dell'alfabeto. Essènza - Q- Essintxi, Distillato di sostanze vegetali. -
Èsser la quintessènza - Essere la quinta esstnea, o la Quintesshnza,
Fig. fam. di pers. cbe ha in sommo grado una qualità, segnatalo, non
buona. Essenziòl - agg. Easensiaie. Èsser - T. Èssere. § 1. Parer e en
èsser, l'è come filèr e en tèsser - Parere e non essere i come filare e
non tessere. g 2. Èsser mèi in arnéà - Essere mal all'ordine, mal in
arnese, Vestito male. § 3. Èsser al servézi d' un - Essere servo, 0 al
servigio d'uno. - Èsser tQtt al tèi - Essere tutto il tale, £as6omìgl
iarlo. § 4. Èsser in-t'el zéng* - Essere sulle eigne, E^er rovinato. § 5.
Èsser ben in gamb - Essere hene in gambe, Cioè, forte sulla
persona. Anche figuratamente. Estander - V. Estkndeb. !Èst£lSÌ - n.
Èstasi. §. Esser, Andèr in èstasi - Essere, Andare in estasi, in visibilio,
Iperb. Elssere come sopraffatti dalla maraviglia, dal piacere. Estàticll
- agg. Estàtico. §, Arstèr estàtich - Restare, Rimanere estatico.
Estènclòr - v. Esthtdere. Esténdres - v. Estendersi. Estenslón - n.
Estensione. Ester - agg. Èstero, Che viene dì fuori. Elster - n. Èstro.
Per voglia un po' capricciosa. Dicesi anche Ueeolo. Estéren - agg.
Estema. EStemér - v. Esternare, Uanifestare. Esteraères, Estemòrs -
v. EsterÉìStim - n. Èstimo. Estrani - agg. Estràneo. Estrazión - n.
Estramone, L'atto di astrarre. Estrazione del lotto. §. Ed bassa
estrazión - Di bassa estraeione. Di vile schiatta. Di origine oscura,
Estrénx - u. Estrhno. § 1. Andèr da un estrèm all'Alter - V. ECÈB8. §
2. Kidurr all' estrém - Essere agli estremi, Vicino a morire.
Esuberanza - n. Esvòerama. §. A esuberanza - A esuberanta. Etè - n.
Età. § 1. Avanzè in etè - Avanzato d^ età, in etìi. § 2. D'mèza etè -
Di metza età. "ÈìtQV - a. Altro, Altra cosa. § 1. Quél cos'èter - Qaal
cos'altro. % 2. TQtt èter - Tutt' altro. All' opposto. § 3. GnÌQt èter -
Nuli' aUro, Nient' altro. % 4. A-n n' èsser bón d' èter che... - Non
esser buono ad altro che... § 5. A-n n'ocór èter - Non accorr' altro.
Sta bene, Siamo intesi. § 6. A-n ghè vrèv èter ! Non ci vorrebbe
altro! Non ci vuol altro f § 7. A-n fèr èter che - Non far olir» che. Far
una cosa senza interruzioni. § 8. A-u in vlér saver èter - Non volerne
saper aUro. Eter - n. Altro, Altra persona. § 1. Dvintèr un èter - Farsi,
fìh com. Diventar un altro, Non esser più quello di prima. § 2. A
négh vie èter - Non ci volte altro. Non bisognò più avanti. § 3. Fèr
quell eh' fa i èter - Fare come 0 quello che fanno gli altri. Camminar
per la pesta altrui, Andar odia corrente. § 4. Aver èter por la tèsta -
Avere àUro per la testa, Avere il capo ad olire cose. § 5. Trèr la cólpa
adré a i èter - Incolpare, Imputare gli altri. Addossare, Versare la
colpa o la broda addosso agli (dtri. § 6. Trèr al suo adré a i èter -
Buttare il suo dietro agli altri, Cioè giudicarli simili a sé.
 Bte — 160 — Btèren * agg. Ethrno. BtemÒr - v. Eternare,
S]temitÒ - n. Eternità. Bticàtt - V. EricHfiTT. Élticb. - agg. Ètico,
Tìsico. Eitlclxétt - n. Etichetta. §. Etichetta, Co8Ì chiamasi nelF uso
comune quel cartellino che si appone alle casse, bottiglie o altri vasi,
scrittovi ciò che essi contengono. Bteàia - n. Etisia Tisi. Eva - n. Èva.
Eivangrelésta - n. Evangelista. EiVaàiÓn - n. Evaàione per Fuga. §.
Dèr evaàión a óna coéa - Dare corso a una cosa. Evasiva - <
Risposta evaàiva - Risposta evasiva. Evént - n. Evlnio. §. In ogni
evént - In ogni evento, EventUÒl - agg. Eventuale. E ventualitè . - n.
Eventualità. Evldént - agg. Evidente. Evidènza - n. Evidhiza. Evitèr -
V. Evitare. Eviva - n. Evviva, Viva, Voce usata per applaudire.
Evmaria - n. Avemmaria, Ciascuno di quei chicchi che compongono
la corona del rosario. Il chicco più grosso dicesi Paternostro.
EvOCllÒr - V. Evocare. ]Èxa - n. Trespolo, Ciscranna. §. Aver el gamb
fati a éxa - Avere le gambe fatte a Xccase, o a Icco^^e. F - n. Fa, T.
mus. Eabalà. - n. Falpalà, Specie di guarnizione increspata. Eàtoer -
V. Fbab. E&brica - n. Fàbbrica, Edifizio in via di muramento. § 1.
Edifizio provveduto degli utensili, apparecchi e locali occorrenti alla
fabbricazione di certi oggetti destinati alla vendita. Anche
Manifattura. § 2. Lavurèr per la fàbrica dT apetit Lavorare per la
fabbrica deW appetito, Fam. Di chi lavora, stretto dal bisogno.
Eabricànt - n. Fabbricatore, Di professione che uno eserciti ; più
com. Fabbricante, Eabricatta - V. Fabrichètta. EabriCGria - n. A
Firenze, òpera, e con voce nuova, Fabbricerìa, L*ente morale che
sopraintende alF amministrazione di qualche chiesa o convento o
Opere pie che abbiano assegnamenti propri. . Eabricbèr - v.
Fabbricare, Costruire, Si dice non solo dì opere murarie, ma di
qualunque prodotto dell'industria. Eabricbèt - n. Fabbricato,
Fabbrica, edifizio qualunque. EabriCbétta - n. Fabbrichetta, Dim. e
spesso vezzeg. di Fabbrica. EabriCÓn - n. Fabbricone, Acc. di
Fabbrica. Eabricòna - n. Fabbricona, Acc. di fabbrica. Eabrizér - n. A
Firenze, Operaio, Il capo della fabbriceria. Fabbricilre. Eacbén - n.
Facchino. § 1. Fèr óna fadiga da fachén - Affacchinare, Affacchinarsi.
§ 3. Manéra, Parler da fachén - Maniera, Linguaggio da facchino.
Eacblnéigg' - n. Facchinaggio, Mancia che si dà ai facchini. Eacolón -
agg. Soppiattone, Volpone. Eacén - n. Visetto, Visino. Eacia - n.
Faccia, VoUo, Viso. § 1. Un vént eh' taia la facia - Un vento che
mozza, morde, sega o fende la faccia, che porta via. § 2. Facia
avèrta, s' cièta - Faccia aperta, schietta. - Facia da lèder, da assassin,
Facia pruibìda - Faccia di ladro^ d' assassino. Faccia proibita, fam.
Sinistra, truce.
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- Facìa franca, tòsta - Faccia franca, tosta. - Un sènza facia

- Uno tenzafacia, Che non ha vergogna. § 3. Per ardimento. < T' e-n
n' arre ménga tanta focia d' camparlregh davanti! Ifon avrai tanta
faccia di comparirgli davanti! .. § 4. Butèr óna cóSa in facia a nn -
Buttare, gettare una cosa in faccia a imo. Fig. Dirgliela liberamente.
§ 5. Savér mastrèr la facìa - Saper mostrar la faccia, Parlare
arditamente. § 6. Cambièr facia - Mutare, Cambiare faccia; nel senso
proprio e fig. Mutar pensiero. § 7. Un da dò fac' - Uno da due /accie.
Finto. § 8. Vira la tua, la sua, ecc. facia! -■ Viva la tua, la sua, ecc.
faccia! Talvolta suona come lode; ma iron. ha anche senso di
biasimo amaro. § 9. Dir el cód in facia - Dire le cose a faccia, in
faccia, sulta faccia. - Kédder in facia a nn - Ridere in faccia a uno, e
con più forza sulla faccia. - E-n gnardèr in facia a nissùn - Non
guardar in faccia a nessuno. § 10. A facia, a facia - A faccia, a faccia,
e faceta a faccia. A' uno in presenza dell'altro. § 11. In facia, D' facia
- Di faccia, Di fronte. § 12. Brtttta facia - Faceidceia. Faciàtta - v.
Facietta. S'aoiétta - n. Faccetta, Facceitina, dim. di Faccia; più com.
Visetto, Visettino. §. Bèta faciétta - Bel visetto, Rubacuori. E'aoi). -
Bgg. Fàcile. § I. Per Probabile. P. e. L' è facii «eh' a végna dman - È
facile (probabile) che venga domani. § 2. Iron. P. e. Vinet con
mièter? L' è facili - Fieni con Tioit È facile! Facilitèr V. Facilitare,
Render facile. §. Facilitare, per diminuzione di prezzo. Facilitazión - n.
FadUtasione, nel senso -di diminuzione di prezzo. Faoilmént - aw.
Facilmente, Con facilità. recahilaria lfM«n««-(liil«iM f aoión, Faolóna -
accr. i^occiona, Faccia grossa e larga. Faciòt - n. Muio; anche pei
rane. I''actOtUIIl - n. factotum, < ha 0 mostra d'aver padronanza.
FaOUltè - n. Facoltà §. Esser in facuitè d'nn - Esse colta di uno... cioè
essere in arbitr: Faosimil - n. Facsimile. Fadiga - n. Fatica. § 1. Fèr
del fadigh da can o ( - Sfacchinare, Affacchinare, Far j cani', da
facchini. § 2. Om, Donna da fadiga - Uom da fatica, Chi fa i più
grossi servi § 3. Ogni fadiga merita prèmi (tea merita premio. Ogni
santo vui § 4. Butèr via la fadiga - J5i gettare le fatiche, Fadigtlèr - v.
Faticare, Du §. Fadighèr per gnint - Durar ^ niente. Fadlgóà - agg.
Faticoso, Pi S'agòt - n. Fagòtto, Fardlllo § I. Fèr fagòt - Farfagàlto, Fi
darsene; e fam. e fig. morire. § 2. Fagòtto, Str. musicale da f
Fagutén - n. Fagottino, P Fagntón - n. Fagottone acc gotto. FEdna -
n. Faìna. V. BèVLJI S'al - n. Fallo, Errore, Mane § 1. Di tela 0 simili -
Malefatta, J § 2. Tór in fai - Prendere in e sbaglio. Wala, - Nella
frase: < Chi fi Chi fa faUa, e chi non fa gfarfaUi Faloàtt - V. FalchEtt.
Falotiétt, FalchiéU da ] - n. Sparviere. • § 1. Falchett, Palctén"-
Smerigl Falco griUaio. § 2. Falchett da lòde! - Ijydolai § 3. Falchett
zendrén - Falco e B'aldlStÓr - n. Faldistìyro, Seg spalliera dove siede
il vescovo ijuandi
 Fai - 162 — FalÒr - V. Sbagliare, §. Ch'in fa e-n fala - Chi
non fa non falla. Falerès - v. Sbagliare^ lìigannarsi, E errore dire
Sbagliarsi, Faléstra, Falistra (forse da favilla si fece con metatesi un
falliva da cui con un suffisso faUivistra, e, sincopato, fallistra),
(Flecchia). - n. Favilla^ Scintilla, Fall, Falida - P. pass, e agg. Fallito^
Fallita. § 1. Andér fall - Andar fallito y Fallire. § 2. Andèr fall con al
mórt in saca Fallir col saccOj col morto in casa. Falimént - n.
Fallimento^ Il fallire del significato giuridico. Failla - V. Fòlla. Falò - n.
Falò, Fuochi accesi in segno di festa. Falopa 0 Falòpia - n. Menzogna,
Millanterìa. Falupión - n. Falòppa, Faloppone, Uomo bugiardo e
millantatore. f alupióna - n Falòppa, Faloppona. FalS&ri - n. e agg.
Falsàrio. Falsàtt - V. Falsètt. Faléén, Passra muntanèra n. Pàssera
mattugia. FalSétt - n. Falsetto, T. mus. §. Cantèr in falsStt - Cantare
in falsetto, Falsincliè, FalsincliècLa - P. pass. Falsificato, Falsificata,
Falsiflcazión - n. Falsificazione. FalslflCllèr - v. Falsificare. Falzèda - n.
Faldata, Colpo di falce. FalzlnÒla - n. Faldòlo, Falcetto, Falce da
mietere. Falzón - n. Potatolo, Pennato, Potatóio. Fam - n. Fame. § 1.
F»m da lóv - Fame da lupo. § 2. Cavèr la fam - Sfamare, Cavar,
Levar la fame, Satollare, Saziare. § 3. Éss0r mòrt da la fam - Cascar
dalla fame, HÌorir di fame, Essere allupato, Veder la fame in aria. §
4. A-n gh vfidder da la fam - Non vederci dalla fame. § 5. Sotta la
néva pan, e sotta l'acqua fam - Sotto la neve pane, e sotto V acqua
fame; Se T inverno va asciutto, è segno di buona raccolta; e il
contrario. Famia - n. Famìglia. § 1. Fiól d' famia - Figliuolo di
famiglia, cioè ancor sottoposto alla patria podestà. § 2. Om, Donna
ed famla - Uomo, donna da famiglia, Che attende alla casa. § 3.
Viver, Magnèr, Stèr in famia - Vivere, Mangiare, Stare in famiglia. § 4.
Esser d' bona famia - Essere di buona famiglia. § 5. I pagn spòrch i-s
lèven in famla / panni sudici vanno lavati in famiglia, Fig. Le cose
spiacevoli della vita domestica non vanno divulgate. inainigliari±er
es, Famigli ariiors - V. Familiarittarsi. S^aminción, Facoión - agg.
Sorbone^ Musone, Soppiattone. Fàmna - V. Fèmna. Famóé,
XHamÓéa - agg. Famoso, Famosa, Tanto in buono quanto in cattivo
senso. Xnamrédder - n. Zimbello; e anche Buffone, - Èsser al
famrfidder ed tùtt - Essere lo zimbello, o il buffone di tutti. Fanàiticll -
agg. e n. Fanàtico. Fanatiéem - n. Fanatismo, Entusiasmo portato air
eccesso. Faxiati^èr - v. Render fanàtico. Fanatiières, Fanatlièrs - v.
Rendersi o divenir fanàtico. Fànd - V. F6ND. Fanèl - n. Fanale. V.
LampióN. Fanèl - n. Fanello, Uccelletto. § 1. Fanèl regina - Fanello
nordico. § 2. Fanèl furastér - Organetto. Panèla - n. FlanlUa, e fam.
FrenUla, Specie di stoffa. Fànd - V. FòND. FanfalÓCCa - n. Fanfaluca
per Ciancia, Baia, Fandonia. Fanfara - n. Fanfara, Corpo di sonatori di
strumenti a ottone, segnat. nella milizia. Fanfarón - n. Fanfarone,
Uomo vano che si vuol far credere di più di quel che è. Se sopraffa
con molte parole e vuol chiacchierare di tutto, Abbondone.
The text on this page is estimated to be only 19.76%
accurate

FaJlfaz^nèdCt - n. Fanfaronata, Spacconata. E'a.ng' - n.

Fango, Loto. - Sprichè ed t&agb - Inzaccherato, Zaccheroso. Fang'a -
n. Fanga, Melma, Fango, Mota. Fang'b.ézLt - agg- Fangoso, e anche
Infangato. Dirai Luoghi fangosi, oggetti infangati. Fantasia - n.
FantaHa. § 1. Per Bizzaria, CapHcio. § 2. Artlcol ed fantasia -
Oggetti, Generi, Articoli di fantasia. Fantà^ticb. - agg. Fantàstico.
Fantastlchèr - y- Fantasticare. E'antÒZ - n. Fantoccio, anche di
persone di poco conto. §. Spauracchio, Cacciapassere, Fantoccio, che
mettesi ne' campi per spaurire gli uccelli. f anz - V. FtìNz. S*ar - n.
Farro, Pianta che ha i semi più grossi del grano comune, e si mangia
cotto. Farabiilà.n, Farabulana - n. Parabolone, Farabulone,
Farabohna, Farabulone. Persona che ha molta chiacchiera e che
esagera le cose. f arabili - n- Farràgine, per gran nomerò di cose
messe insieme senza scelta e senz' ordine. Faraón - a. Faraone,
Gioco. S'araóna - n. Gallina faraona o dì Faraone. Faréna - n. Farina.
- Sdazér la fitréna - Stacciare ia /art»»; Farcna d'raàndol - Farina di
mandorle ; Faréna d' furmintón Farina gialla o di granturco; Faréna
d'furmént - J'artna bianca, o di grano, o di frumento ; Faréna d'
castàgn - Farina dolce o di castagne ; Pan d' tutta faréna - Pane
inferigno. § I. L'a-n n'è faréna dal so sach - Non è farina del suo
sacco. Non essere lavoro proprio. § 2. La faréna dal dièvel la va in
crusca - V. DlÈVEL. § 3. Chi ha al sacb a-n n' ha la faréna, e chi ha la
farina a-n n'Iia al sach - Chi ha il sacco non ha la farina, e chi ha la
farina non Aa il sacco; Chi ha le sacca non ha il grano, e chi ha il
grano non ha le tacca, Prov. f'arfulainént - n. Borbottan. f^arfuièr -
v. Borbottare, ancL tagliare. S'arfuión - n. Tartaglione, glione,
FarfUtlèr (Il Galv. lo deriva. ferfiuchen =:: maledire; ma forse è ui
inazione onomatopeica) - V. Farfuiè Farfutlón - V. Fasfuión. FELTinèl -
n. Cruscherillo, d crusca, più com. Tritìllo. FarlnÓà - agg. Farinoso, Dì
Bi danno molta farina; e anche di personi sparsa di farina. §.
Sfarinato, Sfarinabile, che si i Dicesi di pere, mele ecc. FarinÒt - n.
Farinaiòlo, Vem farine. Non registrato dal Rigntini Giorgini-Broglio.
Faààn - n. Fabriano, Uccello. f aàó - plur. Fagiubli, Fagiòli. § 1. FaSó
raparén - Fagioli ram, rampicanti, da frasca. § '2. Fasó in scurnQccia
- Fagioli : o fagiolini. § 3. Faéó di galett - FagivoU, 1 dei galletti.
IFaàÓl - n. Fagiitòlo, Fagiòlo. § 1. Andér, o no, a faSól óna cóàa dare,
o no, a fagiuolo una cosa. Fan andare o no a genio, a piacere. § 2.
Faàél senza fil - Fagiuolo se-. Più spesso al plur. § 3. FaSóI grià -
Fagiolo hrìszola. VèkBS - n. Fascio, Nome gener indicare qualunque
cosa raccolta insiei gala. § 1, Fascina, Legna minuta leg § 2. Fèr i
fisB - Far le fascine. § 3. Fàsa d'erba - Fastillo d' erb Fassa - n.
Fascia. § 1. Fassa da ragazól - Fascia da bi § 2. Bel' in fassa brUtt in
piaza in fascia, bruito in piazza. Si dice di b Faasa - V. Fèssa.
 — 164 Fed - V. Fasciare. - n. Fasciuòla, Fascetta, ir!a*StécLl
- n. Fastidio, Noia,* Impaccio, Briga. §. Vgnir in fastédi - Venir a
noia, Infastidire, Importunare, Seccare, Faàulèdct - n. Fagiolata,
Mangiata abbondante di fagiuoli. Faéulén - n. Fagioletto, Fagiolino.
Faéuléna - n. Fagioli dalV occhio. Faéulón, Faàulóna - n. Bonaccione,
Bonacciona. Fat - n. Fatto. § 1. In-t' un dét e fat - In un attimo, In
un momento, In un subito. § 2. Fat ed ca - Faccende, Fatti di casa.
Servizi di casa, § 3. Fèr i fat - Fare le faccende, Cioè spazzar la
camera e le stanze; rifare i letti» spolverare i mobili, ecc. § 4. Andèr
per i fat so - Andare pe* fatti suoi. Andare per la sua strada senza
dar fastidio a veruno. - Fèr al fat suo - Fare il fatto suo. Procurare il
proprio utile. § 5. Andèr a fèr i fat so - Andare a fare % fatti suoi. §
6. Al fat sta che... - Il fatto sta che... Fatto è che... § 7. Truvèr sul fat
- Cogliere o Pigliare sul fatto. § 8. Mandèr un per i fat so - Mandare
uno per i fatti suoi, cioè Licenziarlo, Scacciarlo, Mandarlo via. Fata -
Nella frase: Dònna, Ragaza, fata - Donna, Ragazza fatta, §. Fatta,
Specie, Sorta, Qualità. Usasi sempre preceduta dalla prep. di. P. e.
Pòm de sta fata - Mela di questa fatta ( cioè grossezza ). Fatàzz - V.
Fatèzz. Fatèzz - n. Fattezze, Lineamenti. IFatÓr - n. Fattore, Agente.
Fàtt - V. Fètt. Fatura - n. Fattura. Faturèr - v. Fatturare, Di vino ed
altri liquidi. FavétZ - n. Colombaccio, Uccello. Fa vèr - n. Favaio o
Campo di fave. Favule è il campo in cui furono seminate le fave, e
poscia svelte. Fai - n. Faggio, Albero. Faza - V. Facia. Fazànda - V.
Fazénda. Fazèda - n. Facciata, La parte anteriore degli edifizi. Di un
libro : Faccia, Facciata, Pagina. Scherz. Facciata vale Volto, Faccia,
Viso. Fazénda - n. Faednda, plur. Faccende, Affare, Negozio. Fàzil - V.
FlciL. Fazlndén, Fazindéna - n. Faccendiere, Faccendiero,
Faccendihra, Colui che volentieri s' intriga in ogni cosa ; Ficcanaso.
FazindÓH - n. Faccendone. Fazulàtt - V. Fazulétt. FaZUlétt - n.
Fazzoletto, Pezzuòla. € Fazulétt da nès - Fazzoletto da naso ». § 1.
Fazulétt da còl - Fazzoletto da collo, Quello con cui le donne si
avvolgono il collo fermando le cocche sul petto, e di cui gli uomini si
servono per cravatta. § 2. Fazulétt da spala - Fazzoletto, Fazzolettino,
Fisciìt. § 3. Fazulétt da sudór - Fazzoletto o Pezzuola da sudore. § 4.
Punta dal fazulétt - Cocca del fazzoletto, al plur. Cocche. Fé (a la) -
modo avv. Afe, Affé Affé, Affé di Dio, In fede mia, In verità. Per
certo, Affé di bacco, Modo camp. Fébbia - n. Fibbia, Le punte delle
fibbie si dicono Ardiglioni o Puntali. Fécanèé - n. Ficcanaso. Fèccia -
n. Feccia. §. Fèccia eh' fa l'acqua - Belletta; Di altri liquidi più com.
Fondi, Fondata, Posata. Féd - n. Fede. § 1. Aver féd - Aver fede,
credenza. § 2. Predichèr la féd ai turch - Predicare ai porri. § 3. Tirèr
un a la so féd - Tirare uno alla fede, Far piegare uno al suo
desiderio. Fédeg*!! - - n. Fegato, Nel linguaggio famil. Fegato vale
Coraggio. - Eia dal fédegh ^ Ala del fegato, Lobo del fegato.
 Veg - 165 Ver Fernet * n. Pagliàio^ Massa grande di paglia,
per lo più in forma di cono. Féla - n. FiUe. §. A-n n'aver féla in còrp -
Non aver fiele, punto fiele, Di persona mansueta, paziente. Felicitò -
n. Felicità. §. Felicità! dicesi a chi starnuta. Modo d' augurio. Félpa -
n. Felpa. FèlS - agg. Falso. § 1. Di persona: 6m, DQnna fèlsa -
Uomo, Donna falsa. § 2. Testimóni fèls - Testimonio falso. § 3. Di
cosa simulata e alterata: Òr, Argént, Bigligtt fèls - Oro, Argento,
Biglietti falsi. § 4. Cév fèlsi - Chiavi false. § 5. Culór fèls - Colore
falso. Che non regge. § 6. Pass fèls - Passo falso. Quando nel
camminare si mette il piede in fallo. Fig. d'atto imprudente. § 7.
Streda fèlsa - Falsa strada ; anche fig. Fèls - n. Falso. § Fèls d'ia
schèrpa o dal pè - Fiosso. Femna - n. Fémmina. §. F6mna -
Femminella, Gangherella, Maglietta, Quella in cui entra il
Oangheretto (l'anzinèll), quando s'agganciano certe vesti da donna.
Fèlcb. - n. Nibbio, Nibbio nero, Astorre. § 1. Fèl'ch da pfiss - Falso
pescatore. § 2. Fèlch reél, Puiana - Falco pecchiaiolo. § 3. Fèlch reél,
Fèlch con i sbafi - Falcone. § 4. Fèlch da vai, Fèlch négher - Falco di
padule e anche Albanella reale. Felsariga - n. Falsariga. Félter - n.
Feltro. « Tape, Capè ed félter - Tappeti, Cappelli di feltro ». Fòlza - n.
Squartatoia, Coltella molto grande e pesa, di cui si servono i macellai
per isquartare le bestie macellate, e spezzare le parti più grosse,
(Non registrata dal Rigutini) - Marràncio è vocabolo fuori d'uso. Fén -
n. Filno. § 1. Fén Mazàdegh « Fieno maggese. § 2. Fén gréch - Fien
greco, fieno greco. Fènder - v. Fìngere, Simulare Fèr - V. Fare. § 1.
Èsser padrón ed fèr e desfèr - Es-' sere padrone, Avere autorità,
facoltà di fare e disfare. Avere autorità senza limiti. - Fèr e desfèr l'è
tiitt lavurèr - Fare e disfare è tutto un lavorare. § 2. Aver da fèr -
Aver da fare o che fare. § 3. Aver che fèr con un - Aver che fare con
qualcuna). § 4. Lassèr fèr - Lasciar fare. § 5. Fèr a córer, ai pógn, al
sasèd - Fare a correre, ai pugni, alle sassate. - Fèr a mèz - Fare a
mezzo o a metà. Dividersi fra due in parti eguali. « Fèr a pèz - Fare a
pezzi e in pezzi, a brani, a minuzzoli >. § 6. Fèr con al suo - Fare col
suo. Spendere del proprio. § 7. Fèr da zagn e da buratón - Far da
Marta e da Maddalena, Di chi è solo a disimpegnare varie
imcombenze. § 8. Fèr ben, Fèr mèi, Fèr a la mèi Far bene, Far male,
Fare alla meglio. « Fèr da bón, da burla - Far di bono, di nuUa, (al
gioco). § 9. Fare per Partorire. « La lusféna l' ha fat un bèi mas' e* -
Z^a Giuseppina ha fatto un bel maschio >. § 10. Fèr la bocca a óna
còàa - Far la bocca a una cosa. § 11. Fèr la coppa - Far collòttola.
Ingrassare. § 12. Fèr sànghev - Far sangue. Emettere. § 13. Fèr el
so divuzión - Fare le sue devozioni. V. DivuziÓN. § 14. Fèr èlt e bàss
- V. Bass §. - Fèr l'irapossibil - Fare V impossibile. § 15. Fères bèi
d'óna còàa - -Farsi bello d^una cosa, Vantarsene. § 16. Fères óna
ragion - Farsi una ragione. Rassegnarsi. « Fères strèda - Farsi strada.
Acquistar merito, Progredire. § 17. Andèrs a fèr bendir - Andare a
farsi benedire. Di cosa che deperisce. § 18. Fères vgnir mèi - Farsi
venir male, Di finti svenimenti. § 19. Fèregh al cai - Farci il tallo (a
una cosa)^ Assuefarcisi.
 Ver -. 166 -^ B*er § 20, Fèrs lèrgh - Farsi largo, Aprirsi la
via - con qualche difficoltà in mezzo alla folla. Fig. Aprirai la via a
impieghi, ecc. § 21. Fèria in bèrba a un - V. Bèbba § 4. § 22. Fèria
bela - Jron. Farla bella, grossa. § 23. Ohi la fa V aspeta - V. Asptèr §
4. § 24. Savórla fèr - Saperla fare, Insinuarsi con destrezza
nell'animo altrui. § 25. Fèrsla adòss - Farsela addosso, nei ccdzoni,
Triv. Del farsi i suoi bisogni addosso. Fig. Di persona paurosa. § 26.
Fèr arstèr un - Acchiapparci uno, Farcelo rimanere, V. Abstéb § 4. §
27. Fèr crést - Fam. Far cecca, Fallire, Assol. detto d' armi da fuoco,
quando scattando il grilletto, .la polvere non s'accende. Lo schioppo
gli fece cecca, § 28. Fèr bèi - AbbeUire, Far beilo, Adornare. § 29.
Fèregh la zunta - Farci la giunta o la frangia, Dicesi di racconto misto
di vero e di finzione. § 30. Fèr di maz d'orba, d'fiór - Fare mazzi d'
erba, di fiori, Ammazzolare. § 31. Fèr i cóv o i cuvón - Accovonare,
Fare i covoni. § 32. Fèr i sólch - Assolcare, e volg. Assolgare, Fare i
solchi, lavorare a solchi. § 33. Fèr óna frìtèda - Fare una frittata, e
Affrittellare, Frigger uova nella padella. § 34. Fèr da burla - Fare per
o da burla, Per celia. Celiare, Scherzare, Burlare, § 35. Fèr cucù - V.
Cucù §. § 36. Fèr dann - V. Dan. . § 37 Fèr la foia - V. Fòia. § 38. Fèr
al scranén - Andare, Portare a predellucce. Due si pigliano i polsi
d'amendue le mani V uno coir altro in croce, e formano come una
seggiola, e un altro vi siede sopra. § 39. Fèr al balèd - Fare alle
pallate. Tirarsi yicendevolmente palle di neve. § 40. Fèr la gambaróla
- Dare o fare il gambetto. Attraversare all' altrui gamba un piede 0
altro per farlo cadere. § 41. Fèr pari o dispari - Giocare a pari e
caffo. § 42. Fèr a scatlén - Fare, o Oiuocare alle caselle o alle
capannelle. % 43. Fèr a scuzfitt Oiuocare a scoccetto. § 44. Fèr a
scarga baréll - Fare a scarica barili. Anche Fig. § 45. Fèr dam e dam
la me pulpétta Fare a tocca poma, Giuoco fatto da alcuni ::^iovanetti
i quali stanno in cantoni o posti, ed uno di loro sta in mezzo
cercando appropriarsi un posto de' compagni, mentre se lo
scambiano. § 46. Fèr vóda vóda campagnola, quél è pina, quél è
vóda? - Fare a mano rota; Giuoco puerile, e si fa movendo le mani in
giro attorno a sé stesso dicendo: Mano rota mano rota, qual è piena,
qual è vuota f § 47. Fèr la blésga o la blisgaróla - Far gli sdruccioloni.
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