• 월간 닭고기
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• 제17권4호
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• pp.92-93
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• 2011

• 월간 닭고기
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• 제18권5호
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• pp.90-91
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• 2012

• 월간 닭고기
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• 제17권6호
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• pp.96-97
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• 2011

• 월간 닭고기
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• 제18권11호
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• pp.92-93
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• 2012

• 월간 닭고기
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• 제16권2호
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• pp.120-121
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• 2010

• 월간 닭고기
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• 제16권3호
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• pp.114-115
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• 2010

• 월간 닭고기
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• 제15권3호
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• pp.102-105
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• 2009

• 대한지역사회영양학회지
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• 제13권3호
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• pp.346-358
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• 2008

The purpose of this study is to find differences in dietary patterns through menu analysis by economic status. The data was obtained from the 1998 and 2001 National Health and Nutrition Survey of Korea. The main variables were economic status, sex, and area by urbanization. The economic status was classified into low, middle, high, and top classes using a poverty line based on the 1998 and 2001 minimum standard cost of living. The areas were divided into metropolis, small city, and rural areas. The dishes of 3 meals were classified into 29 categories by cooking method. The most frequent pattern was "rice + soup + kimchi". The frequency of this Korean basic dietary pattern was the lowest in the top income class and metropolis areas, while the highest in the low income class and rural areas. The frequency of Korean recommended dietary pattern, that is, "rice + soup or stew + kimchi + side dish" was the highest in the top income class. The metropolis group preferred side dishes using meat and a cooking method that saved time, but the rural group preferred side dishes using vegetables and cooking methods that take a longer time. In comparison of dietary pattern between male and female by economic status, the higher economic status, the male's dietary patterns showed more side dishes than those of female. But the main side dish was kimchi in male low class. Consequently, the major dietary pattern in Korea is rice-style, though the western pattern is increasing in the top income class, especially in metropolis areas. Therefore, to make a better dietary pattern, we should develop and spread low-priced recipes of various side dishes and teach financial skills such as ability to make a food budget for lower income classes. Also, we should emphasize the importance of the balance between meat and vegetables and traditional diet and western diet for the top income class, especially in the metropolis areas.

• 월간 닭고기
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• 제16권12호
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• pp.108-109
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• 2010

겨울철 영양 간식인 고구마. 추운 겨울 김이 폴폴 나는 고구마를 한입 베어물면 달콤한 맛에 입이 즐겁고, 따끈한 기운에 몸이 따뜻해 집니다. 여기에 각종 야채를 더해 닭가슴살로 돌돌 말아 튀겨먹으면 고구마의 달콤함과 닭가슴살의 부드럽고 담백한 맛이 더해져 한끼 식사는 물론 연말연시 손님 접대용으로도 손색이 없습니다.

• 한국식품영양학회지
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• 제31권2호
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• pp.284-292
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• 2018

This study was conducted to determine the elements that are required and that need improvement in the contents of dietary life education and the educational environment by analyzing the importance-satisfaction of a dietary life education program for dietary life education trainees. The results of the rank test for the satisfactory elements of dietary life education were in the order of competence of instructors, educational contents, time of education, educational environment and affordability of tuition. The importance-satisfaction analysis of the contents and construction of the dietary life education program showed that "suitable contents for the theme of the class", "contents and construction of practice class", "diversity of practice menu" and "diversity of educational contents" had high importance and satisfaction scores and therefore, could be maintained at their current levels. Meanwhile, "adequacy of class time" and "contents and construction of theory class" showed low importance and satisfaction scores, requiring a little effort. Whereas, "time and construction of group practice", "structure of textbook for class" and "duration of course and number of classes" showed relatively low satisfaction compared to importance, requiring major efforts for improvement. Similarly, analysis of the lecture element from dietary life education showed that "professional lecture by instructors", "lectures suitable for themes" and "lecture applicable in real life" had relatively low satisfaction compared to importance, requiring major efforts for improvement. In addition, analysis of the educational environment from dietary life education showed that "adequacy of lecture room space", "cooking equipment", "diversity of cooking utensils" and "sanitary condition of cooking utensils" also require major efforts for improvement. Therefore, dietary life education should not be executed with a simple delivery of knowledge but with both theory and practice classes to increase its application in real life, and active and specific efforts are required to nurture professional instructors and establish educational strategies.