• The Korean Journal of Emergency Medical Services
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• v.12 no.1
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• pp.27-41
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• 2008

Purpose : With increasing number of school accidents, it is crucial to find out necessity of first aid training among school health educator. This study has been conducted to have an clear idea on the demands and necessity for first aid training and what kind of training is most required from school health educator. Method : In this study, questionnaires from 87 school health educator in elementary, middle and high school health educator in the city D were analyzed. The survey was carned out from May 26, 2008 to June 7, 2008 and from the collected data, frequency, independent two samples t-test, paired T-test, one way ANOVA and pearson's correlation were conducted with SPSS 14.0. Result: 1. 51.61 % of nurse-teachers experienced emergency situations and the relations between the necessity they felt from experiencing those situations and demands for first aid training were not statistically meaningful(t=1.87, p= .175). 2. Necessity and demands for the first-aid training were checked with three point scale and there were statistical significance between the two with $2.44{\pm}.47$ and $2.24{\pm}.47$ respectively(t=3.275, p= .000). 3. 86.20%(75 persons) of the respondents have had received first aid training and the training they received were CPR 82.75%(72 persons), primary survey 81.60%(7l persons), contact to 911 79.30%(69 persons) and wounds treatment(lacerated wounds, bum and chilblains) 75.86%( 66 persons) in order. 4. As for the questions that ask on confidence of first-aid treatment, 80% answered they are confident on some limited kinds of treatments, 16% said they are confident and 4% answered they lack confidence. As for the treatment that they can show the highest confidence, wounds treatment topped the list with 93.24%, nose bleeding and removing foreign substance, and stanching followed the list with 82.43% and 81.08% respectively. 5. 97.67% of respondents said they were willing to take training and 89.62% answered to take the training to deal with emergency situations that are taking place in their schools. As for the question that asks for the most wanted treatments, CPR topped the list with 32.18%(28 persons) and treatment for obstruction of airway and shock followed the list with 35.63%(31 persons) and 27.59%(24 persons). Conclusion : Currently, first aid treatment has been centered on CPR, primary survey, contact to 119 and wounds treatment. However, since most of school health educator are fairly confident with wounds treatment, stanching and other first aids, in future training it will be more desirable to focus on CPR and treatment for obstruction of airway and shock that were shown to be most wanted by school health educator.

• Korean Journal of Food Science and Technology
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• v.53 no.1
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• pp.55-62
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• 2021

This study was conducted to investigate the potential of sea buckthorn leaf (SBL) as a natural antioxidant. SBL was extracted using different ethanol ratios (0, 40, 80, and 100%), and the resulting extracts were examined for their antioxidant contents and antioxidant activities using various methods. The 40% and 80% ethanol extracts (EEs) showed higher total polyphenol contents of 285.06 and 285.64 mg GAE/g respectively, than those in other solvents, and as the ethanol concentration increased, other antioxidant contents of the extracts increased. The 40% and 80% EEs recorded the highest radical scavenging activities against DPPH, superoxide-, ABTS+, nitrite scavenging activity (NO-), and reducing power (RP). The NO- and RP of the SBL EEs were higher than those of ascorbic acid or tannin, which are known as representative antioxidants. The results of this study, suggest that SBL is a potential source of natural antioxidants.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.55 no.3
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• pp.257-266
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• 2022

This study was conducted to prepare hamburg steak (HS), cooked rice with vegetables (CRV), and white stew (WS) using Pacific anchovies Engraulis japonicus with different physical and nutritional properties as senior-friendly seafoods (SFS) and investigate their quality characteristics. The hardness values of HS, CRV, and WS were 319.5×10³, 20.4×10³and 2.1×10³ N/m², respectively. The viscosity of the WS was 12,514 mPa·s. The nutritional properties of HS, CRV, and WS were 19.7, 6.2, and 7.5 g/100 g of protein, respectively; 12.50, 83.97, and 15.96 ㎍RAE/100 g vitamin A; 1.53, 1.51, and 0.35 ㎍/100 g vitamin D; 16.96, 2.82, and 4.13 mg/100 g vitamin C; 0.40, 0.07, and 0.19 mg/100 g riboflavin; 6.68, 0.34, and 2.30 mg NE/100 g niacin; 93.6, 35.4, and 82.1 mg/100 g Ca; 290.1, 103.9, and 158.6 mg/100 g K; and 0.11, 0.02, and 0.04 mg/100 g of dietary fiber. Escherichia coli was not detected in any of the products. These results suggest that HS be classified as step 1, CRV as step 2, and WS as step 3, according to the SFS standards of the KS. Overall, the nutritional and physical properties of the products were improved.

• Applied Biological Chemistry
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• v.8
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• pp.87-93
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• 1967

1) For the micro-analysis of mercury in plant materials, the method of Furutani was shown to be the simplest and most efficient way and the recovery of the assay was about 98%. 2) When the rice grain was soaked in 1/1000 diluted solution of organo-mercury fungicide for 8 hours at the end of March, the amounts of mercury residues in the brown rice and unhulled rice were 8.8 to $9.5\;{\mu}g/g$ seeds and 10.1 to $10.7\;{\mu}g/g$ seeds, respectively. 3) By washing the treated rice seeds with running water for three days, tile residual mercury concentration was reduced to 1/4 to 1/5; thus the mercury residues were 1.86 to $1.92\;{\mu}g/g$ for brown rice and 1.96 to $2.93\;{\mu}g/g$ for unhulled rice. 4) The residual mercury was present more in the unhulled rice than in the brown rice, either before or after washing of the treated seeds. 5) Among the different rice varieties, no difference was observed in mercury residues by seed treatment and washing.

• Journal of Animal Science and Technology
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• v.45 no.6
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• pp.1079-1088
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• 2003

This study was conducted to test the efficacy of the automatic liquid feeder(designated as NLRI) developed by National Livestock Research Institute, Korea for 7-day old early-weaning piglets. The other automatic liquid feeder imported from USA(designated as IALF) was used for a comparative purpose. A total of sixty piglets of 7 days of age were allotted to three treatments. The control group of 20 piglets was raised by their own sows until 21 days of age, while others were shifted to automatic liquid feeders of either NLRI or IALF on 7 days of age and reared during 14 days post-weaning. After then, all the piglets were fed nutritionally identical mash diets until 70 days of age. Compared with control group, body weight of piglets reared on automatic liquid feeders were lighter(P〈0.05) at 21 days of age [5.55kg (control) vs 4.97 (NLRI) and 4.98kg (IALF)], while heavier(P〈0.05) at 70 days of age(24.82kg vs 30.17 and 29.42kg). The results indicated that pigs reared on liquid feeding showed higher(P〈0.05) average daily gain than control pigs during the whole experimental period [346.7g (control) vs 425.8 (NLRI) and 416.1g (IALF)], while no difference was found in feed/gain (1.67 vs 1.78 and 1.84). There was no difference in growth performance and incidence of diarrhea between two automatic liquid feeders, NLRI and IALF. Compared with control group, intestinal villi tended to be shorter in liquid feeding group during the first week, but were recovered within two weeks. The results suggest that the automatic liquid feeder newly developed by National Livestock Research Institute, Korea can be successfully used for rearing young piglets weaned at very early age.

• Journal of Korean Academy of Nursing
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• v.26 no.4
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.218-229
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• 2018

The purpose of this study was to provide basic data on smartphone addiction intervention as well as college adaptation education and policy development by confirming the mediating effect of social support in relation to the effect of smartphone addiction on college life adaptation in nursing college students. The subjects of this study were 173 students who agreed to participate in this study among 4-year nursing college students in D city. The collected data were analyzed by descriptive statistics, One-way ANOVA, Pearson's Correlation, Hierarchical Multiple Regression, and Sobel test using the SPSS 23.0 statistical program. In the results, the number of subjects showing smartphone addiction was 47 in the high risk group, 29 in the potential risk group, and 97 in the general group, and the average level of adaptation to college life in the smartphone addiction group was statistically lower as the level of addiction increased. The average social support level of the smartphone addiction group was not significant. There was a negative correlation between students' adaptation to college life and smartphone addiction (r=-.34, p<.001) and a positive correlation with social support (r=.38, p<.001). Social support showed a significant negative correlation with smartphone addiction (r=-.17, p=.023). Moreover, social support was partially mediated. Based on the results of the study, it was found that social support and related college policies are needed to improve students' adaptation to college life.

• Korean Journal of Ichthyology
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• v.11 no.1
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• pp.94-101
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• 1999

This study was conducted to observe the early life history of sea bass, Lateolabrax japonicus. The fertilized eggs were spherical in shape and turned out to be separative and floated. Their membrane and yolk having 1~5 oil globule were transparent. Fertilized eggs were measured to be 1.33~1.46 mm in diameter. Hatching of eggs were started at 74 hrs 15 mins, 54 hrs 55 mins, 50 hrs 45 mins, after fertilization in water temperature $16.0^{\circ}C$, $18.0^{\circ}C$, $20.0^{\circ}C$ respectively. The newly hatching larvae were 3.79~3.97 mm in total length with 35~37 myomeres, and mouth and anus were closed. Melanophores were distributed on the up side of head, upper jaw and margins of the body. The 5 days after hatching larvae measured 4.78~5.24 mm in total length, yolk were completely absorbed, and transformed to postlarval stage. In this time, mouth of larvae was opened, and also melanophores were presented on the lower jaw. Head of larvae grew remarkably. The 21~22 days after hatching, total length of the larvae was 7.15~8.12 mm, the caudal fin rays began to differentiation. In 31 days after hatching, the larva were 8.46~9.16 mm in total length, and tip of the caudal notochord flexed $45^{\circ}$. The larvae reached to the juvenile stage with all the fins were developed at 61 days after hatching and attained 16.28~17.31 mm in total length.

• Journal of Food Hygiene and Safety
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• v.20 no.1
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• pp.22-35
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• 2005

A survey was conducted to investigate the perception of food sanitation officers toward the Genetically Modified Foods. They were mainly from Regional Agencies of KFDA, City/Province office, and National quarantine station. Some of them were professors of university and researchers of research institute. Most of respondents had experiences of hearing or reading GM foods (over $95\%$) and over $90\%$ of respondents much needed the label of GM foods. Although some of officers of city/province office and national quarantine station showed less knowledge than other respondent groups, most of respondents had basic knowledge about biology. The frequency of respondents worked over 20 years and worked in the general administration was higher than that of other groups in the question of unsafe of GM foods. The answer frequency of careless treatment of foods was highest in the question of risk factor, and the frequency of GM foods was lowest ($4.4\%$). It was concluded that food sanitation officers had positive opinion about GM foods, but there were some differences in the knowledge among agencies. Therefore, it is necessary more educations and informations are needed for food sanitation officers.

• The Korean Journal of Physiology
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• v.24 no.1
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• pp.27-37
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• 1990

The extrafetal transfer of $Li^{+}$ in amniotic fluid was studied in 45 pregnant rabbits. LiCl solution was administered either intravenously to mother or directly into the amniotic sac and monitored the appearance and disappearance of $Li^{+}$ in the amniotic fluid, then calculated the transfer rate of $Li^{+}$ of extrafetal origin. To study the transplacental $Li^{+}$ transfer, a solution of 150 mM LiCl was infused continuously via maternal vein (initial dose: 0.7 mmol/kg, maintaining dose: 0.03 mmol/kg/min) and the $Li^{+}$ concentration was measured in maternal blood and amniotic fluid after 60 and 120 minutes of infusion. Change in the volume of aminotic fluid was determined by Congo red dilution method at the same time. Effects of duration of gestation was not considered in this study. Extrafetal transport of $Li^{+}$ into the amniotic fluid was estimated by comparing the $Li^{+}$ concentration and volume of amniotic fluid determined before and after ligating the placental vessels. Extrafetal $Li^{+}$ transport from the amniotic fluid was determined by observing the time dependent disappearance of $Li^{+}$ and Congo red in amniotic fluid after injecting 0.5 ml solution of 15 mM or 90 mM LiCl and 50 mg/ml Congo red. Following are the results obtained: 1) During infusion of LiCl through maternal vein the ratio of the aminotic $Li^{+}$/maternal plasma $Li^{+}$ increased significantly along with the increment of fetal weight. 2) The volume of amniotic fluid of larger fetuses than 20.5 gm increased significantly during administration of LiCl while that of smaller fetuses did not change. 3) After umbilical cord ligation the $Li^{+}$ concentration of amniotic fluid of larger fetuses than 20.5 gm was decreased to $59.9{\pm}10.3%$ and $56.9{\pm}42.9%$ $(mean{\pm}S.D.)$ of those of control group after 60 and 120 minutes of LiCl infusion respectively. In amniotic fluid of smaller fetuses than 20.5 gm, there was no significant difference between control and ligation groups. 4) The disappearance rate of Congo red in the amniotic fluid was $45.2{\pm}8.2%/hr$. 5) The disappearance rate of $Li^{+}$ after intraamniotic injection of LiCl depended on the amount injected. On injecting $7.5\;{\mu}mol$ LiCl, $Li^{+}$ disappeared rapidly from the amniotic fluid and the rates after 60 min and 90 min were $97.0{\pm}2.8,\;98.5{\pm}2.0%$ respectively. On injecting $45\;{\mu}mol$ LiCl, the rates were $56.0{\pm}15.4,\;78.9{\pm}14.5%$ at 60 and 90 min. 6) From the above results it was concluded: a) $Li^{+}$ transfer into the amniotic fluid increased along with the fetal growth and one half of $Li^{+}$ influx is through the extrafetal route even after the maturation of fetal kidney. b) One half of the $Li^{+}$ transfer from the amniotic fluid was through swallowing of fetus, while the remaining half was transfered rapidly through amniotic membrane, which was concentration limited.