• Journal of Oral Medicine and Pain
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• v.25 no.4
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• pp.371-382
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• 2000

This study was performed to research how predominantly TMD is known among people and how exactly it is understood. The data set up by this study could be used as beneficial references. Based on this data, people can be more knowledgeable of TMD so that they can recognize the signs and symptoms of TMD. Then, the patients can visit eligible clinician, TMD professionals. Nine hundred thirty six people (426 men and 510 women, ranging from 18 to 69 years old) were selected for the subjects of this study and were investigated by use of self-administered questionnaire. The obtained results were as follows : 1. 10.68% of the subjects were reported to have heard of the term, "Temporomandibular disorders". Females occupied significantly higher percentage than males and 18-29 age group occupied higher percentage than 30-49 age and 50-69 age groups. On the other hand, even more people (52.24%) were reported to have heard of the tenn, "Jaw joint disease". It also had same sex and age prevalences, too. 2. As for the route through which people have heard of TMD, more than half (58.38%) of the people mentioned mass media of communication (T.V. radio 40.36%, newspapers magazines 15.86%, internet 2.16%). Other people who had already heard of TMD (25.05%), dentist (7.75%), and other sources (8.83%) such as physicians, physicians of Chinese medicine, pharmacists were also mentioned. There were not significant differences among sex and age groups. 3. When it comes to the cause and concept of TMD, 32.59% of the subjects considered" an inappropriate overuse of the mandible" as the cause of TMD. There were not significant differences among sex and age groups. 4. The most frequently reported presumable TMD signs and symptoms were jaw pain (61.00%), jaw joint sound (57.80%), and difficulty with mouth opening (50.11%). 5. In answer to the question who is the eligible person to treat jaw joint disease, 35.26% answered the dentists are and 41.99%, orthopedicians. Of the people who chose dentist, 30-49 age group occupied the largest part. In the case of orthopedicians, 18-29 age group was the largest. 6. Of the 7.69% of subjects who had been treated of TMD, only 5.02% of them visited the dentist for the treatment of TMD. There were not significant differences among sex and age groups. 7. In answer to the question of how to prevent development of TMD, 58.87% selected "Avoid eating hard food", 58.65%, "Avoid opening the mouth wide", and 51.07%, "Avoid chewing gum frequently".

• Journal of the Korean Society of Food Culture
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• v.18 no.6
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• pp.601-612
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• 2003

In Korean history, vegetables were the major side dishes of meals and originally korean diets were based on vegetables. But recently people prefer meat dishes rather than vegetables and traditional vegetable cooking seems to be disappeared. So it is needed to be positioning the importance of vegetables in food culture of Korean. In present study, history of vegetable eating was reviewed and recent consumption pattern were analyzed. 1. Since the era of the three Kingdom's and Koryo dynasty, the kinds of vegetables varied and at Chosun Dynasty people used similar kinds of vegetables as nowadays except a few things. A Garlic and mug wort had been used from the age of tribes to present and an egg, apple, cucumber, lettuce from the three Kingdom and a bamboo sprout, a taro, a burdock, a radish, a turnip, a stone-leek, a scallion, a Chinese cabbage, a marsh mallow, a spinach and a crown daisy from Koryo Dynasty and a pepper, a pumpkin, a tomato, a cabbage, a salary, a kale, a turnip and a beet from Chosun Dynasty to present. A guard, a water shield plant, a yam and wild plants would have been used before but they would not use any more. 2. Current vegetable consumptions of Korean is 232.2kg/person/yr and comparing with world mean consumption(101.9kg), Koreans still eat the largest amount of vegetables than any other countries and among Asian countries, Koreans consume more vegetables than China(203.5kg) and Japanese people(111.6kg) do. 3.The most frequently consumed vegetables were vegetables for seasonings such as a garlic or stone-leek and for kimchi such as a Chinese cabbage, radish, and carrot. But from data of Korean National Health and Nutrition Survey(2001), kinds of vegetables which people had were only 72 items showing that the kinds of vegetables were limited. 4. A lot of wild plants that would have been used for famine relief are now disappeared and on the other hand, it is increasing of some new and foreign vegetables and herbs. Cooking methods and intake pattern of vegetables are changed and varied so a traditional cooking method such as namuel is less preferred than before. But vegetable wrapping and green vegetable juice, eating uncooked vegetables(sang-sik) are very popular.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• The Korean Journal of Food And Nutrition
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• v.24 no.1
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• pp.138-143
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• 2011

This study analyzed the maltol quality, composition ratio of fatty acids, and contents of phenolic compounds in white ginseng extracts(four types), red ginseng extracts(five types), black ginseng extracts(two types), and Chinese ginseng extracts(nine types). By examining patterns in these measurements, we determined the characteristic factors of the extracts and measured the possibility of qualitative analysis. In the analysis of maltol using TLC, white ginseng extracts were not detected while red and black ginseng extracts were detected, so the possibility of detection was considered as a characteristic factor for qualitative analysis. Regarding the composition of fatty acids, palmitic and linoleic acids were the main fatty acids in the ginseng extracts palmitic acid was high in white ginseng extracts while linoleic was low in red ginseng extracts. Regarding the ratio(Pal/Lin) of the two fatty acids, there was a large difference between white ginseng extracts(56.7~64.3%) and red ginseng extracts(32.0~38.5%), and these figures seemed to be characteristic factors for the analysis. For the phenolic compounds, extracts contained maltol, caffeic acid, syringic acid, p-coumaric acid, ferulic acid, and cinnamic acid. White ginseng extracts contained similar percentages of phenolic compounds while red ginseng extracts had high maltol content. According to the measurement results of the percentages of maltol and cinnamic acid, white ginseng extracts showed values below five, whereas red and black ginseng extracts showed 53~289, which was also a characteristic factor for qualitative analysis. Consequently, we found that we can differentiate between ginseng extracts using characteristic factors that we analyzed in an experiment on white ginseng extracts from China.