• Journal of the East Asian Society of Dietary Life
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• v.13 no.5
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• pp.391-407
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• 2003

This study was conducted to investigate the factors affecting the born density of food and nutrition major and non-major university students in Seoul area. Data for food habits, dietary and health-related behavior were obtained by self administered questionnaires. BQI(bone quality index) of the subjects were measured by Quantitative Ultrasound (QUS). The results are summarized as follows: The average height, weight, BMI and osteopenia percentage of the major and non-major male and female student were l74.49cm, 67.05kg, 21.96 and 22.0%; l74.34cm, 65.98kg, 21.69 and 11.8%; l60.76cm, 54.48kg, 21.07 and 40.0%; l61.30cm, 54.22kg, 20.84 and 40.2%, respectively. The BQI of the major and non-major subjects were 108.07 and 110.47 in male student group, and 89.13, 88.18 in female student group, respectively. The T-score and Z-score of bone density of the subjects were not significantly different. Weight and BMI were positively related with BQI in male and female group but the relationship with BMI tended to be stronger in non-major female group than other groups. BQI was positively affected by exercise time, favorite food, and intake of seafood and tea in major and non-major male student group. One-side eating habit and intake of instant foods were negatively related with BQI in both male groups. In major and non-major female student group, exercise time, meal regularity, favorite food, amount of meal, intake of tofu were related with BQI positively and intake of tea and/or meats negatively. The result of this study revealed that desirable food habits, dietary behavior and health-related lifestyle may have a beneficial effect on bone density. They need practically and systematically organized nutrition education on optimum body weight, good eating habits, weight bearing exercise and intakes of good quality nutrient for higher bone density level.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.37-56
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• 2007

The purpose of this study is to provide basic resources to the first-grade Home Economics Regular Teacher Qualification Program (FGHERTQP) in order to improve its operation plans. For the study, the three methods were carried out: an analysis on the curricula of FGHERTQP over six years since 2000, a questionnaire asking their satisfaction degrees and needs on the programs which was answered by the home economics teachers who were the participants of FGHERTQP, and several statistical analyses such as a descriptive-test, a $X^2$-test, a t-test, and one way ANOVA by using SPSS Win ver 10.0. The results of the study were as follows; Firstly, FGHERTQP has been operated ten times by five training centers during resent six years. Subject matters ($1{\sim}7$), whole numbers of lectures ($11{\sim}29$), and their allotted working hours ($111{\sim}136$) vary with individual training centers and operation years. Secondly, when using 5 point likert scales, Contents and Methods of evaluation marked 3.08 which were the lowest scores, and Qualification Training in General marked 3.72 which was the highest score among five fields of Qualification Training in General, Contents, Organizations, Methods and Evaluation. The overall scores were low. Thirdly, in needs analysis on offering subject matters, the participants wanted to study the field of home economics education more than that of subject contents. Looking about the highest needs classified by domains, Food Principles & Meal Management showed the highest in Foods. And Consumer Issues in Clothing & Textiles in Textiles, Upcoming Housing Cultures in Housing, Family Relationship in Child Development & Family Relationship, Juveniles and their daily life as a consumer in Family & Consumer Resources Management. Fourthly, training centers' lectures available had a significant influence on the satisfaction degrees according to general characteristic variations of the participants. That is, as a training center offers more lectures in the field of subject education than those of subject contents, the participants showed higher satisfaction degrees (p<.05).

• Korean Journal of Community Nutrition
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• v.25 no.2
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• pp.91-101
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• 2020

Objectives: The aim of this study was to investigate dietary intakes and nutritional status among Uganda primary school children from two selected schools in urban and rural areas. Methods: Data were collected from 350 pupils (6-14 years) in Mpigi district, Uganda. All participants were offered a school lunch meal (usually maize porridge and boiled beans). Dietary survey was conducted in October 2016. Data for dietary intake levels were collected by the 24-hour recall method with trained school staffs. The data were converted into nutrient intakes using the CAN-Pro 5.0 Program and compared with KDRIs to evaluate the nutritional status of the subjects. Diet quality indexes such as nutrient density, nutrient adequacy ratio (NAR), mean adequacy ratio (MAR), and index of nutritional quality (INQ) and a diet diversity index such as diet diversity score (DDS) were calculated to evaluate nutritional status among subjects. Data were analyzed using SPSS statistical programs. Results: Results show that the intakes of most nutrients were significantly different by schools. The nutritional status of micro-nutrients was very low in both schools according to analysis of nutritional indexes such as NARs and INQs. Students from both schools should improve intakes of micro-nutrients related to child growth such as calcium, Vitamin B₆, zinc and folate. According to the analysis of dietary diversity, there was difference in dietary patterns by schools presumably due to their locations. Conclusions: This suggests that current meals could not provide adequate nutrients for the subjects and urgent nutrition interventions for school food services are needed to improve their nutritional well-being. New foods supplements based on local cuisine are also needed to ensure dietary diversity and sustainable development plans.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.69-89
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• 2014

The purpose of this paper was to understand the outlines of 1) common and free curricula implemented by the first pilot schools and 2) Home Economics related programs from both curricula. This study analyzed the 42 reports from the first pilot schools which implemented the free learning semester in 2013. The results showed that more than half of schools set two or more emphasis models of the free learning semester. In 15 out of 28 schools, the lesson hours of Home Economics were reduced by one to three hours. Various common curricula were implemented in many aspects of teaching-learning methods, curriculum, evaluation, and subject related career lessons. Free curriculum was implemented in four areas such as career exploration, student optional program, club activity, and art sports activity. In common curriculum, Home Economics was carried out in 17 out of 39 schools. The Home Economics class included subject related career lessons and improvement of teaching- learning methods. Various interesting activities and programs as a free curriculum were implemented in career exploration, students' optional program, and club activities in 38 schools. The most frequently implemented was the activity program related to food and nutrition. Further research was proposed to develop students' optional programs related to Home Economics subject, responding to their needs.

• Journal of Nutrition and Health
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• v.48 no.5
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• pp.429-440
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• 2015

Purpose: The purpose of this study was to examine sodium-related nutrition knowledge, eating attitudes, eating behaviors, and self-efficacy by stages of behavioral change in reducing sodium intake among childcare center foodservice employees. Methods: Subjects (n = 333) were categorized according to two groups based on the stages of change; Pre-action stage (PA group: precontemplation/contemplation/preparation stage), Action stage (A group: action/maintenance stage). Results: A major source of sodium-related nutrition information was TV/radio (56.6%) and only 166 people (49.8%) have experienced nutrition education specific to sodium. Although the A group showed slightly higher scores for nutrition knowledge than the PA group, the difference was not significant. The percentages of correct answers for 'daily goal of sodium intake for adults (27.0%)', 'calculation of sodium content in nutrition labeling (30.3%)' were low for both groups. The A group (total score: 40.3) had more desirable eating attitudes regarding reducing sodium intake than the PA group (36.6, p < 0.001). The total score for eating behaviors was slightly higher in the A group (49.6) than in the PA group (48.5), but without statistical significance. The A group (total score: 58.2) also received higher scores for self-efficacy regarding reducing sodium intake than the PA group (52.5, p < 0.001). Conclusion: This study suggests that nutrition education for childcare center foodservice employees should be expanded and customized education should be implemented according to the stages in reducing sodium intake. It is also suggested that food companies make efforts to develop low-sodium products.