This study was conducted to develop a dietary life education textbook and teaching manual for creative activities of elementary school students in middle grade. First, we extracted dietary life related contents from textbooks for third and fourth grade and created systematization of contents involving educational objectives, goals, contents and activities. The development of textbook and teaching manual were based on systematization of contents. The textbook was composed of five major chapters, which were 'nutrition', 'cooking', 'environment and hygiene', 'food' and 'dietary culture'. Each major chapter having six to seven smaller chapters, adding up to a total of 34 smaller chapters. The textbook was in activity format so that can be readily and directly used in actual classes. The textbook had fun characters and various activities (particularly a lot of cooking activities) to deliver the main theme of each chapter. The teaching manual was composed of background, goal, teaching plan and teaching point. The smaller chapters had learning goal, teaching-learning resources, important points, teaching-learning process and reference material. In evaluation after operating the model school, the developed textbooks were suited for students' needs and cognitive level. This textbook can be utilized at creative activities consisting of ten to fifteen students.
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Few studies investigated the effects of nutrition education and exercises in women with osteopenia. This study examined the relationship between changes in dietary intakes and changes in indicators related to bone health in postmenopausal women with osteopenia (-2.5 < or = T-score < or = 1) after a 12-week intervention. Thirty-one postmenopausal women aged > 50 years residing in Seoul were recruited and participated in nutritional education regarding bone health and general nutrition practices and aerobic exercises (three times a week; 60 min per session). Twenty-five subjects completed the study and were eligible for the analysis. Bone mineral density (BMD) at femoral neck was measured by dual energy x-ray absorptiometry. Serum calcium, osteocalcin, and intact parathyroid hormone (PTH) were also measured. Dietary intake was estimated by using a one-day 24 recall by a clinical dietitian. After 12 weeks, meat consumption increased (P = 0.028) but vegetable intake decreased (P = 0.005). Intakes of animal protein (P = 0.024), vitamin B1 (P = 0.012) and vitamin B2 (P = 0.047) increased, and sodium intake decreased (P = 0.033). Intact PTH (P = 0.002) decreased and osteocalcin (P = 0.000) increased, however, BMD decreased (P = 0.000). Changes in mushroom consumption were positively correlated with femoral neck BMD (r = 0.673, P = 0.003). Changes in animal iron intake were negatively correlated with intact PTH (r = -0.488, P = 0.013) but were positively correlated with osteocalcin (r = 0.541, P = 0.005). These results suggested that the association between animal iron intake and biochemical markers of bone turnover may play an important role in bone metabolism. Further studies are needed to shed light on complicated mechanisms of diet, hormonal levels of bone metabolism, and bone density.
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The aim of this study was to investigate how implementation of direct nutrition education differs between nutrition teachers and dietitians in Gyeonggi Area. In this study, we collected data from 107 nutrition teachers and 129 dietitians in 2012. Among those who have answered they implemented direct nutrition education for the last one year, 36% were nutrition teachers and 10% were dietitians (p < 0.05). Among subjects who implemented direct education, a significantly greater percentage of nutrition teachers used a class as an education time to conduct creative hands-on-activity compare to dietitians (p < 0.05). However, for most dietitians, school meal time was more commonly used for direct nutrition education. When asked to make a suggestion regarding improvement for school nutrition education, the highest rate of people chose simplification of school administrative work (4.68 points) was needed. Developing nutrition education (4.55 points) showed the next highest rate. The rest of the answers were the following order; regular training of teaching methods (4.50 points), increasing awareness of school teachers (4.50 points), improving school facilities and financial support (4.47 points), preparing teaching plan (4.46 points), providing incentive for direct education (4.26 points), organizing regular class for nutrition education (4.17 points), and placing nutrition teachers (4.16 points). This study provides useful information including manageable workload of nutrition teachers and dietitians, capacity building and supportive school environment to be delivered with respect to nutrition education system in South Korea.
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