• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.17-36
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• 2007

The purpose of this study was to develop health belief model based various milk education program as print education media and apply to elementary, middle, and high schools. The subjects were 432 students(124 elementary, 122 middle, 186 high school students). We designed one group pretest-posttest study model. The data were obtained from pre and post-study with self-administered questionnaires. Before applying this education program, we evaluated the degree of awareness on milk. Their awareness on milk was very low, 35.5% lower elementary, 32.7% higher elementary, 52.5% middle, and 54.3% high school students were answered they don't know the milk well. After they had implemented milk education program, their recognition on milk had changed that milk is nutritious as supplementary food. And their reasons for drinking milk were also changed that 'they want to eat it' in elementary school students, 'they want to be healthier' in middle school students, and 'they want to be taller' in high school students. Their nutrition knowledge score showed a significant increase(p<0.05). As a results. milk nutrition education has improved nutrition knowledge and recognition on milk in elementary, middle, and high school students. To improve their milk eating behaviors, nutrition education programs will have to be continued.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.83-96
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• 2005

To assess the food intake and diet quality of high school students who live in Chuncheon area, a dietary survey using 24-hour recall method was conducted with 318 subjects. $71.4\%$ of total food intake was in the form of plant foods and the rest on the form of animal food. Diet quality was assessed by food group pattern, dietary diversity score(DDS), and dietary variety score(DVS). When counting the major food groups consumed, $37.1\%$ of subjects had a DDS of 3 and $48.4\%$ of subjects had a DDS of 4. When investigating the consumption pattern of the major five food groups, only $14.5\%$ of subjects consumed foods from all five groups. On average, subjects habitually consumed 26.7 different foods daily, with the mean score of diet variety for males (27.3) being significantly higher than for females (25.8) . Correlation coefficients between nutrient adequacy ratio (NAR) and DVS ranged from r=0.39 for vitamin $B_2$ to r=0.61 for phosphorus. NAR also improved as the number or foods or rna groups consumed increased (p<0.001). Associations between the NAR and high level of DVS was more positive than those between the NAR with DDS. When assessing the dietary quality of subjects using DDS and DVS, many people appeared not to have a desirable food intake. Therefore, to lead them to have nutritionally balanced diet, educating students and their parents on nutrients and suggesting guidelines for a desirable diet is considered to be essential so that they can intake from all of major food group and have various foods in their diet.

• Journal of Nutrition and Health
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• v.6 no.1
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• pp.39-46
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• 1973

This study was projected to get basic data which can provide a basis for future direction in nutritional education, and also to find the way how to improve the nutritional supply by evaluating the current nutritional intake of average high school students through the survey study of their daily packed lunch. Five hundred twenty seven students from two boys high school and two girls high school including one general and one vocational school respectively were chosen as random sampling technique. Four hundred forty nine among the 527 students had brought lunch. The contents of lunch box were weighed and converted into nutritional values according to the food composition table and compared with recommended dietary allowances. The results compared and classified by sex, School and housewives' educational level were as follows: 1. The nutritional supply in the lunch box was 671 Cal of energy and 22.3 gm of protein for male students which were respectively 55.9% and 74.2% of the dietary recommendations. On the other side female student's lunch boxes were found to contain 495 Cal of energy and 21.3gm of protein which are respectively 61.8% and 80% of the dietary prescriptions. Excluding niacin, all vitamins and minerals were found to be short. 2. Calorie intake in the vocational high school was found to be higher than in the general high school but lower in protein intake especially significant difference (P<0.01) in animal protein. 3. From the nutritional point of view the educational backgrouud of the housewives was not found to have any influence in the way of preparing the lunch boxes. 4. Nutrients of lunch box were heavily inclined to grain rather than to side dishes.

• 대한공업교육학회지
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• v.38 no.2
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• pp.48-67
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• 2013

This study tried to suggest implications about operation direction of specialized high schools (SHS) by researching awareness of middle school students (MSS), school parents (SP), human resources directors in industrial institutions (HRDII) who will be the main users of SHS education, about entering SHS and career after graduating from SHS. Seniors of middle school, SP and HRDII in Asan, Chungnam were the subject of this survey research. The summary of the result of this study is as follow: First, MSS and SP usually hoped to enter general high schools rather than vocational education schools such as SHS, meister high schools, and MSS considered school records and SP considered aptitude and talent for the factors to choose high school. Second, MSS, SP, and HRDII recognized purposes of SHS as improvement of talent and aptitude, and getting a job. As for positive images of SHS, they recognized it as applying talent and aptitude to life early, getting good jobs easily, fast independence after graduation, and learning excellent technologies, and as for negative images of SHS, they recognized it as social prejudices and discrimination, students with bad school records enter them, disadvantages about promotion and wages, and being unfavorable for entering universities. They also recognized education of SHS as being effective for improvement of basic and executive ability and key competency, development of creative human resources, and improvement of right personality and courteous manners. Third, many MSS and SP showed intention to enter SHS if it is established in Asan. They wished to enter SHS because they would like to apply their aptitude and talent to life early, learn excellent skill, and hope for early employment, on the other hand, they did not wish to enter SHS because it was not suited for their aptitude and talent, awareness about SHS is low, it is unfavorable to enter universities, and there were social prejudices and discrimination. They also similarly hoped for getting jobs and entering universities after graduating from SHS. And the reason they wanted to get a job was usually because they want to be successful by advancing into society early, or because it is still hard to get a job even after graduate from the university, on the other hand, the reason they want to enter university is because is usually in-depth education about major and social discrimination about level of education. The ability to perform duties forms the greatest part of the employment standard that MSS, SP, and HRDII aware. MSS and SP usually hoped for industrial, home economics and housework and commercial majors in SHS, and considered aptitude and talent, the promising future, and being favorable for employment for choosing major. The reason HRDII hire SHS student was to develop student into talent of industrial institution, ability of student, and need for manpower with high school graduation level, and there were also partial answer that they can hire SHS student if they have ability to perform duties. The proposals about operation direction of SHS according to the results above are as follow: SHS should diversify major and curriculum to meet various requirements of student and parents, establish SHS admission system based on career guidance, and improve student's ability to perform duties by establishing work-based learning. The Government should organize work-to-school policy to enable practical career development of students from SHS, and promote relevant policy to reinforcing SHS education rather than quantitative evaluation such as employment rate, and cooperative support from each government departments is required to make manpower with skill related to SHS to get proper evaluation and treatment.

• Journal of the Korean Society of Food Culture
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• v.3 no.2
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• pp.153-162
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• 1988

$D{\acute{o}}ck$ (Korean rice cake) is a peculiar food of Korea made of grain. By means of cooking from, it is defined as 'Pulvberzed food of grain' $D{\acute{o}}ck$ was one of the daily food, but development of boild rice had narrowed it's use to the food of festive days and ceremonies. $D{\acute{o}}ck$ is used as a main food of all Kinds of ceremonies from one's birth to death, such as the Three seven day(a baby's twenty-first day of life), one hunderdth day, birthday, wedding, both brithday, funeral and sacrifical rites, vocational ceremonies, such as a sacrifice to spirits and a srevics for a big catch of fish. It is also used as a present and seasonal food. A large variety of $D{\acute{o}}ck$ is available and its recipe is scientific and reasonable. In this treatise, the Kinds of $D{\acute{o}}ck$ and the frequency of them, the material, the recipe, the measuring unit of material, cooking kitchen utensils and the cooking terms are studied from the books published in Korea from 1670 to 1943. 1. $D{\acute{o}}ck$ was classified as Tcbin $D{\acute{o}}ck$(steamed), Chin $D{\acute{o}}ck$(strikn), Chijin $D{\acute{o}}ck$(fried) and Salmun $D{\acute{o}}ck$(boiled), according to its way of cooking. 2. There were 122 Kinds of $D{\acute{o}}ck$, 57 were Tchin $D{\acute{o}}ck$, 35 Chin $D{\acute{o}}ck$, 20 Chijin $D{\acute{o}}ck$, and 10 Salmun $D{\acute{o}}ck$. 3. There were 34 Kinds of measuring units. Of them, 13 for volume, 4 for weight, 9 for quantity, 4 for length and 4 for the rest. 4. There were 55 Kinds of cooking Kitchen utensils but now many of them are not used because of mechanization or automation of tools of living. 5. There were 143 Kinds of cooking terms. Of them 49 for the preparing process, 25 for the mixing process, 27 for well-forming process 10 for process of getting ready to cook, 14 for heating process, 10 for cutting process, 5 for dishin process and 3 for process of soaking in sugar or honey.