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학령 전 아동의 맛 선호도가 영양소 섭취와치아우식상태에 미치는 영향
은정화,김성미 대한지역사회영양학회 2003 대한지역사회영양학회지 Vol.8 No.5
The purpose of this study was to investigate the effects of preschool children’s taste preferences on their intake of nutrients and the degree of dental caries. The subjects were 126 preschool children (boys 62 and girls 64) in Daegu area. Their taste preferences and food intake were investigated and their teeth were also examined. The energy intake of boys (1550 kcal) were significantly higher than that of girls (1441 kcal). Daily dietary intakes of nutrients-except niacin and vitamin C-were higher than those of RDA. Vitamin B1 intake of the group preferring a salty taste was significantly lower than that of the other group (p < 0.05). Vitamin B2 intake of the group preferring a salty taste was significantly higher than that of the other group (p < 0.05). Vitamin C intake of the group preferring a hot taste was significantly higher than that of the other group (p < 0.05). The group with a preference for sweet had more experiences of dental caries and more decayed teeth than the other group, but which is not significant. The experiences of dental caries were negatively correlated with protein intake (p < 0.01). The decayed teeth were negatively correlated with energy and protein intakes (p < 0.01). Our data suggested that taste preferences are associated with vitamins intake and the degree of dental caries in preschool children. It means the sweet preference increased the experiences of the dental caries. (Korean J Community Nutrition 8(5) : 631 ~ 641, 2003)
콩나물의 재배기간과 부위별 TDF에 결합된 주요 무기질의 변화와 추정 이용율
은정화(Jeong-Hwa Eun),엄지혜(Ji-Hye Eum),김대진(Dae-Jin Kim) 한국생명과학회 2009 생명과학회지 Vol.19 No.8
본 연구는 식품으로 널리 이용되고 있는 콩나물의 식이섬유를 재배기간과 부위에 따라 효소중량법으로 측정하고 콩나물의 부위별 TDF의 함량과 이에 결합된 주요 무기질의 함량을 구하여 빼줌으로써 주요 무기질인 Ca, P, K, Mg의 추정 이용율을 규명하는데 그 목적이 있다. 콩나물의 TDF 함량은 자엽에서 1일째 42.37%로 가장 높았고 재배일수가 증가함에 따라 유의적으로 감소하였으며, 배축에서는 3일째 보다 증가하여 5일째 40.43%였다. 콩나물의 TDF에 결합된 무기질의 함량은 100 g당 P이 915~1037 ㎎으로 가장 높아 콩나물의 세포벽에 가장 많이 결합되어 있었고, Ca이 541~634 ㎎으로 두 번째로 높았다. 배축은 5일째 Ca이 540.33 ㎎/100 g으로 배축의 세포벽에 가장 많이 결합되어 있었다. 무기질의 추정 이용율은 자엽에서 K이 약 94~95%로 가장 높았으며 Mg, P, Ca은 재배일수가 증가함에 따라 그 이용율도 유의적으로 증가하였다. 배축은 자엽과 마찬가지로 K의 이용율이 96~98%로 가장 높았으며, P는 약 91%로 두번째로 높은 이용율을 보여 콩나물이 무기질의 공급원임을 알 수 있다. This study was conducted to determine an estimated value and change in TDF (total dietary fiber) binding major minerals (Ca, P, K, Mg) of soybean sprouts depending on cultivation periods of 1, 3 or 5 days, and parts of cotyledon and hypocotyl. The compositions of TDF binding major minerals in soybean sprouts were evaluated by the enzymatic-gravimetric method developed by Prosky and adopted by AOAC. The content of TDF binding P ranged between 915.28 ㎎ and 1037.82 ㎎ per 100 g cotyledon. Average contents of Ca, K, and Mg in cotyledon ranged between 541.67 ㎎ and 634.34 ㎎, 180.91 ㎎ and 253.98 ㎎, 231.90 ㎎ and 301.01 ㎎, respectively, on dry matter basis. The average contents of TDF binding Ca in hypocotyl per 100 g were between 454.36 ㎎ and 540.33 ㎎, and other major minerals contents were between 149.24 ㎎ and 186.21 ㎎ for P, 164.17 ㎎ and 182.78 ㎎ for K, and 152.53 ㎎ and 161.22 ㎎ for Mg, respectively. The proportional changes of Ca, an estimated value in cotyledon, ranged between 5.58% and 30.98%, 47.18% and 59.10% for P, 95.24% and 95.50% for K, and 58.45% and 68.64% for Mg, respectively, based on dry matter. An estimated value of Ca, P, K, and Mg in hypocotyl ranged between 6.71% and 13.52%, 91.03% and 91.76%, 96.91% and 98.92%, and 61.03% and 66.37%, respectively, on dry matter basis.
정보 텍스트와 상호 읽기 저널쓰기를 기반으로 하는 초등 영어 쓰기 지도
은정화 ( Jeong Hwa Eun ),김혜리 ( Hea Ri Kim ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.1
The purpose of this study was to explore developmental process of elementary school learners` English writing and intellectual and emotional maturity through informational texts and interactive reading journals. To accomplish these objectives, two research questions were proposed: 1) What kind of writing transition and development do children go through by writing interactive reading journals? 2) What type of influence does the content of the text have on children`s intellectual and emotional growth? Both qualitative and quantitative data were collected and analysed to yield the following results: First, students developed writing abilities through their utilization of informational texts as writing resources for interactive reading journals. For example, their writing evolved to contain meaningful content and to show creative and logical development in ideational processing. Second, students extended their knowledge from the new information in the texts. On the basis of this, simple writing practices developed into informational writing, and students started to share their feelings with the texts and learned to be considerate of others. Based upon the results, further studies were suggested.