With the objective of providing the skills for proper menu making and large cooking to female college students who intend to be dieticians, the first grade subjects were fold to develop a menu plan using a computer and practice at home as well as providing self-/other-evaluations of their work it (1998, 110 students). In order to understand its consequence, the students were asked, after having been promoted to the second grade, about their evaluation of making menu and its application/correspondence to the feeding service's meal administration
(1) During the first grade, their menu lacked energy, carbohydrate, calcium, iron and dietary fiber versus the standards, but in the second grade all parameters were sufficient except for the carbohydrates.The lipid/energy ratio was high as 30.3% in the first grade, but for the second grade menu, it fell significantly to 24.8% and the coefficient of variation of the components was low, as well as number of dishes increased.(2) As for the second grade menu, the combination of dishes expanded, the number of foods and feeding increased and the contents of the dishes were observed to have improved.(3) Information on the menu was obtained in order from textbooks>newspapers or magazines > the family > the internet. Compared with a group that completed the class (group A), a group which had difficulty (group B) task a long time, but no difference in the menus was not found between the two groups.(4) As for ‘Menu evaluation’ the passing grade (C) was 16.4% for the first grade, but it was reduced to 5.5% and shifted to the mark of good (B) during the second grade. Consequently, re-training, which was combined with the cooking experience at home and evaluation, was found to be effective for the menu-making education of the students.
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