• 한국학교보건학회지
• /
• 제7권1호
• /
• pp.57-71
• /
• 1994

I investigated actual conditions of smoking of teenagers who were randomly chosen middle and high school students. 1. Juvenile smoking 1) Parents' opinions of juvenile smoking Most parents do not want their children to smoke after growth : 88.6% of fathers (middle school students: 88.9%, high school students: 88.4%) and 95.1% of mothers (middle school students: 93.4%, high school students :95.5%). 2) Teenagers' opinions of smoking after growth The rate of students who will smoke after growth is 10.8% (middle school students: 12.0%, high school students: 9.9%): students in agricultural areas show the higher rate than those in cities. 3) Parents' opinions of their children's smoking now 1.5% of fathers want their children to smoke now (middle school students: 1.3%, high school students: 1.6%) and 1.1% of mothers do (middle school students: 0.6%, high school students: 1.5%). This shows that most parents do not want their children to smoke now. 4) Students' opinions of their friends' smoking now Students who want their friends smoke now cover 7.8% (middle school students: 7.1%, high school students: 8.4%). This rates are higher than those of parents shown in (3). And more high school students and more girl students gave the positive reponse than middle school boy and girl students, respectively. 5) Students' views of smoking "Look like an adult" covers the rate of 4.0% (boy: 7.8%, girl:3.6%) 6.7% of middle school students have this view, while 3.7% of high school students have. 16.1% of students had an experience of smoking during the last one year (boy: 29.9%, girl: 8.6%): this shows that the rate of the boy students is more than 3 times greater than that of the girl students and high students who experienced smoking last year covers 20.2%, while middle school students shows 10.9%. 6) Actual conditions of students' smoking The present rate of students' smoking is 22.4% (boy:38.3%, girl:13.8%): the rate of boy students is greater than that of girl students. Students who smoke more than pack of cigarettes a day cover 8.2% (boy: 17.5%, girl: 3.2%): 5.2% of middle school students (boy:11.4%, girl: 2.1%) smoke more than one pack while 10.7% of high school students do (boy:21.5%, girl: 4.2%). This shows that the rate of boy students' smoking is greater than that of girl students' smoking. 7) The rate of smoking of students' parents 75.4% of fathers (city: 74.5%, agricultural area:75.9%) smoke: and more than a half (62.4%) smoke more than a pack cigarettes a day. On the other hand, the rate of smoking mothers is 5.2%(city: 4.3%, agricultural area: 7.3%): the rate is higher in agricultural areas. 8) Opinions of smoking population in the future 61.4% of students answered that smoking population will increase, while 27.0% have the opinion that smoking population will decrease. 2. Opinions of the effects of smoking on health 1) Have you heard that smokers are likely to suffer from tuberclosis? 78.3% of students said yes (boy: 80.8%, girl: 76.4%): it is shown that the rate of boys is greater than that of girls. 2) Have you heard that smokers are likely to get out of endurance? 76.6% of students (boy: 69.3%, girl: 49.7%) answered yes: it is shown that the rate of boys is greater than that of girls. 3) Have you heard that heart-beats get fast when one smokes? 32.5% of students (boy: 35.5%, girl: 30.9%) answered yes: 32.2% in cities(boy: 33.0%, girl: 31.8%) and 33.5% in agricultural areas(boy: 41.8%, girl: 28.8%): and 28.7% middle students and 35.5% of high school students answered yes. 4) Have you heard that smokers are likely to have heart-diseases? 35.1% of students (boy: 34.0%, girl: 34.1%) answered yes: 35.3% in cities (boy: 37.2%, girl: 34.2%) and 36.7% in agricultural areas (boy: 39.0%, girl: 33.9%): 34.8% of middle school students and 35.4% of high school students. 5) Have you heard that smokers are likely to have a lung cancer? 91.4% of students (boy: 93.2%, girl: 89.9%) answered yes: 90.35% in cities and 94.2% in agricultural areas. 6) Have you heard that the life of smokers gets shorter? 94.3% of students (boy:94.6%, girl: 92.2%) answered yes. 7) Have you heard that pregnant smokers will deliver a baby with low birth weight? 29.6% of students (boy: 29.8%, girl: 29.4%) answered yes: the rates of boys and girls almost the same. 8) Have you heard that one feels calm when one smokes? 80.1% of students (boy: 81.8%, girl: 79.2%) answered yes: boys and girls showed almost the same rate. 3. Preventive measures Smoking people continued to increase all over the world because smoking not only mitigated emotional uneasiness such as loneliness, nervousness and so on, but also could be very helpful from the social perspective. This was so because they did not consider harmful effects of smoking on health, and victims. However, because any -one can have physical disorders caused by smoking, people should always keep in mind the following preventive measures. 1) Doctors or teachers should set an example of giving up smoking. Informing patients or students of harmful effects of smoking to persuade their family and relatives not to smoke. 2) Through mass media like newspapers, periodicals or broadcasting, to make people know harmful effects of smoking and not smoke. 3) To prohibit selling teenagers cigarette by law. 4) To prohibit smoking in public places like work places, offices, lecture rooms, recreation rooms, buses, trains and so on. 5) To decrease the rate of life insurance for non-smokers as in foreign countries and to give a warming of the harmful effects on cigarette packets or ads.

• 대한간호학회지
• /
• 제2권1호
• /
• pp.3-33
• /
• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

• 마케팅과학연구
• /
• 제20권3호
• /
• pp.231-238
• /
• 2010

本研究的焦点是品牌的拟人化. 品牌拟人化被定义为将品牌看作是人类. 具体来说, 本研究的目标是理解如何将品牌拟人化的方法. 通过分析消费者对食品包装上的故事的阅读, 我们试图展示行销者和消费者如何将一系列品牌拟人化并创造意义. 我们的研究问题是一个品牌对不同的消费者具有多个或单一意义, 联想, 个性的可能性. 我们首先强调了本研究在理论和实践方面的重要性, 解释了为什么我们关注作为品牌意义传递工具的包装. 然后我们阐述了我们量性研究方法, 讨论了结果. 最后总结了管理方面的启示和对未来研究的建议. 本研究先让消费者直接阅读品牌意义传递的工具然后让这些消费者口头自由表达他们所感受到的意义. 具体来说, 为了获得有关感知意义的数据, 我们要求参与者去阅读选择的品牌食品包装上的非营养的故事. 包装在消费者研究方面还没有得到足够的关注(Hine, 1995). 直到现在, 研究还是仅关注包装的实用功能并形成了探索营养信息的影响的研究主体. (例如Lourei ro, McCluskey and Mittelhammer, 2002; Mazis and Raymond, 1997; Nayga, Lipinski and Savur, 1998; Wansik, 2003). 一个例外是最近的研究, 将注意力转向非营养信息的包装说明, 并视其为文化产品和将品牌神话的工具(Kniazeva and Belk, 2007). 下一步就是探索这些神话活动如何影响品牌个性感知以及这些感知如何与消费者相关. 这些都是本研究所要强调的. 我们用深度访谈来帮助消除量性研究的局限性. 我们的便利样本的构成具有人口统计和消费心态学的多样化以达到获得消费者对包装故事的不同的感知. 我们的参与者是美国的中产居民, 并没有表现出Thompson(2004)所描述的 "文化创造者" 的极端生活方式. 九名参与者被采访关于他们食品消费偏好和行为的问题. 他们被要求看看12个展示的食品产品包装并阅读包装上的文字信息. 之后, 我们继续进行关注消费者对阅读材料的解释的问题. (Scott and Batra, 2003). 平均来看, 每个参与者感知4-5个包装. 我们的深度访谈是一对一的并长达半个小时. 采访内容被录音下来并转录, 最后有140页的文字. 产品赖在位于美国西海岸的当地食品杂货店, 这些产品代表了食品产品类别的基本范围, 包括零食, 罐装食品, 麦片, 婴儿食品和茶. 我们使用Strauss和Corbin (1998)提出的发展扎根理论的步骤来分析数据. 结果表明, 我们的研究不支持先前的研究所假设的一个品牌/一个个性的概念. 因此我们展示了在消费者看来多个品牌个性可以在同一品牌身上很好的共存, 尽管行销者试图创造更多单一的品牌个性. 我们延伸了Fournier's (1998) 的假设, 某人的人生计划可以形成与品牌关系的强度和本质. 我们发现这些人生计划也影响感知的品牌拟人化和意义. Fournier提出了把消费者人生主题(Mick和Buhl, 1992)和拟人化产品的相关作用联系在一起的概念框架. 我们发现消费者人生计划形成了把品牌拟人化和品牌与消费者现有的关注相关联的方式. 我们通过参与者发现了两种品牌拟人化的方法. 第一种, 品牌个性通过感知的人口统计, 消费心态学和社会个性所创造. 第二, 第二, 在我们的研究还涉及到品牌的消费者所存在的问题与消费者的个性被混合, 以连接到他们(品牌为朋友, 家庭成员, 隔壁邻居)或远离自己的品牌个性和疏远他们(品牌作为二手车推销员, "一群高管".) 通过关注食品产品包装, 我们阐明了非常具体的, 被广泛使用, 但很少深入研究的营销传播工具: 品牌故事. 近期的研究已经视包装为神话制造者. 对行销者来说要创作出和产品及消费它们的消费者相连的文字故事的挑战越来越大, 并建议 "为创造需求的消费者神话的构成材料的多样化是后现代消费者可论证的需求"(Kniazeva和Belk, 2007). 作为叙述故事的的工具, 食品包装可以食品包装可以用理性和感性的方式, 为消费者提供无论是 "讲座" 或 "戏剧"(Randazzo, 2006), 神话(Kniazeva and Belk, 2007; Holt, 2004; Thompson, 2004), 或意义(McCracken, 2005) 作为他们拟人化产品的构成材料. 孕育工艺品牌个性掌握在作家/营销人员手中, 在读者/消费者心目中. 这些消费者会赋予品牌有意义的脸谱.

• 헤리티지:역사와 과학
• /
• 제52권2호
• /
• pp.196-219
• /
• 2019

"삼국유사(三國遺事)"에 의하면 황룡사 구층목탑은 백제의 장인 아비지(阿非知)에 의해 선덕여왕 13년(645)에 건립된 것으로 전한다. 이후 고려 고종 25년(1238) 몽고군의 침략으로 사찰이 완전히 불타버리기 전까지 약 700년 동안 당시대인의 정신문화 속에서 최고의 자리를 차지하는 상징이자 호국불교의 구심체로서 존재하였다. 그동안 많은 연구자들이 문헌기록과 발굴조사 자료를 근거로 황룡사 창건 목탑에 대한 구조와 전체적인 형태에 대한 다양한 복원안을 제시해왔다. 하지만 그들이 제시한 황룡사 목탑의 모습은 기본적으로 현재 남아 있는 목탑지의 외형적인 형태와 단순한 목구조를 가정한 사각구층의 형태였다. 이는 관련 자료의 부족과 제한된 지식으로 인해 황룡사 창건 목탑의 기술적 계보에 대한 충분한 인식이 부족한 시기에 이루어진 것이어서 새로운 자료의 발견과 고대 대형 불탑의 구조 체계에 대한 인식 정도에 따라 충분히 수정될 수 있을 것으로 생각한다. 본고에서는 2005년부터 진행된 <황룡사 복원 연구>를 통해 정리된 목탑지에 대한 재분석 자료를 근거로 동아시아 고대 불탑의 구조 체계에 대한 폭넓은 이해 속에서 황룡사 창건 목탑의 계보와 구조에 대한 새로운 인식이 필요함을 제안해보고자 한다. 황룡사 창건 목탑은 통일신라와 고려시대에 걸쳐 적어도 두 번의 큰 중창을 겪는 동안 기단의 규모와 평면 형식 등이 변화된 것으로 추정되며, 이에 따라 상부 구조에도 큰 변화가 있었을 것으로 파악된다. 발굴조사 결과 드러난 유구에서 삼국시대에 만들어진 것으로 전하는 구층목탑과 관련된 흔적은 현재 판축으로 조성된 기단토와 심초석 정도이며, 그외 초석과 기단 석재 등 대부분은 9세기 이후의 것일 가능성이 높다. 따라서 황룡사 창건 목탑의 실질적인 구조는 당시 동아시아 대형 불탑의 변화과정 속에서 이해하여야 하며, 기술적 계보는 북조의 영향을 받은 백제의 대형 불탑에서 찾아야 할 것이다. 나아가 남산 탑곡 마애조상군에 표현된 9층 마애탑의 모습과 황룡사지 강당지에서 출토된 금동제 불탑 난간편 분석을 통하여 파악된 고고자료를 근거로 황룡사 창건 목탑의 이미지를 추정해본다면 외형상으로뿐만 아니라 구조적으로도 지금까지 우리가 인식하고 있던 순수한 목구조를 한 사각구층탑과는 다른 형태로 파악되는데, 아마도 실심체를 갖춘 이원 구조의 팔각구층탑일 것으로 파악된다.

• 동양고전연구
• /
• 제56호
• /
• pp.147-170
• /
• 2014

천(天)의 개념을 살펴보자면 송대(宋代)이전은 종교적(상제(上帝)) 천(天)이라면 송대(宋代)이후는 합리적(천(天)理) 천(天)이다. 주자는 종교성을 잃어버렸고 퇴계는 회복했다. 이 논문은 퇴계와 주자가 말하는 천(天)의 속성이 다르다는 것을 기반으로 리(理)의 종교성까지 밝히는 것이 목적이다. "서명"은 '이일분수(理一分殊)'의 논리로 설명되어진다. 주자와 퇴계는 이일(理一)이란 측면에서는 사천(事天)이란 해야한다고 말하지만 분수(分殊)의 측면에서 살펴보면 주자는 천리(天理)의 이법을 따라야 한다고 하고 퇴계는 사친(事親)의 효(孝)를 행해야 한다고 한다. 이와 같이 퇴계와 주자는 천(天)의 속성 다르기 때문에 방법에 있어서도 차이가 생긴다. 이러한 차이는 리(理)의 속성에까지 영향을 미친다. 주자(朱子)는 소이연(所以然)은 리(理), 소당연(所當然)은 사(事)라고 구분해서 말한다. 퇴계(退溪)는 소당연(所當然)이야 말로 리(理)라고 말한다. 본질과 실존의 논의로 보자면 퇴계에게는 실존이 본질보다 먼저인 것이다. 리(理)라는 형이상학적 논의 속으로 실존의 문제를 이야기 할 수 있게 되었다. 퇴계(退溪)에게서 주자(朱子)와 다르게 주목되는 이론은 '이자도(理自到)'설 이다. '이자도(理自到)'는 나라는 주체가 타자에게 지극히 하면 타자가 나에게로 와서 나를 통해 발현된다는 것이다. 이 논의는 '물격(物格)'에 토를 넣는 문제에서 시작한다. 퇴계는 '물리(物理)'가 이르는 것이 아니라 '중리(衆理)'가 이르는 것이라고 말한다. 이는 '상대적 리(理)'와 '절대적 리(理)'를 명확하게 구분하기 위한 논의이다. 존재는 비존재를 존재로 한 존재이기 때문에 상대적 리(理)이지만 존재와 비존재를 뛰어 넘으면 절대적 리(理)이다. 이는 분수(分殊)의 리(理)와 이일(理一)의 리(理)에 대한 차이이다. 즉 절대적 리(理)가 나에게로 이르러 내 삶에서 드러나는 공효가 물격(物格)이다. 퇴계는 천(天)=리(理)=상제(上帝)를 동일시하는 종교적인 태도를 강하게 보이고 있다.

• 대한가정학회지
• /
• 제19권3호
• /
• pp.83-101
• /
• 1981

Under the full consideration of the growing need and importance of population education in the field of home economics in Korea, the study was carried out to verify and assess the following facts on the current issues of population education of home economists who are presently engaging in teaching professions as the teachers of middle and high school and professors of college and universities by setting its primary objectives of the study as followings; 1) to assess the degree of general knowledge and attitudes of home economists toward population education in the field of home economics, 2) to verify the problems encountered in implementing population education by home economists in its field, 3) to find an existing status of previous trainings received and other activities of population education of home economists aimed at utilizing these findings as a part of reference materials when the population education is conducted in the field of home economics. In order to attain these objectives described above, the questionnaire was carefully designed to house a total of 40 questions with good combination of multiple-choice and the simple answer questions. The mail questionnaire survey was conducted by establishing teachers of home economics at middle/high schools and college/universities as Senior Home Economists(SHE) who are from public, private liberal arts and vocational schools. The rate of response observed during the survey was 45.6 percent and the findings of the survey research are as follows: 1) Examining the status of the respondents by residence and religion, it was found that 45 percent of middle & high school teachers ar.d 59. 1 percent of college professors are residing in Seoul city area and that the largest percent of them are christian in their religion. Analyzing respondents by their ages, 56 percent of middle/high school teachers are in their 30s, 45 percent of college professors are in their 40s, and 37 percent of college teachers are in their 30s. In addition, 13 percent of the total respondents are found to be unmarried. The study also revealed that 71 percent of the college professors finished Master Degree course and 82 percent of middle/high school teachers are graduated from college level lasting 4 years. Looking over the status cf major fields of respondents, 68.4 percent of middle/high school teachers are specialized in home economic education and the college professors, on the other hand, show relatively even prortion by specializing in the order of food & nutrition science, clothes & textile science and home managerial science. As far as the length of teaching experience is concerned, a relatively longer period of teaching experience is observed in the college professors in comparison with that of middle/high school teachers. In other words, 33.3 percent of middle/high school teachers are experienced in teaching from 6 to 10 years on average while 43.9 percent of college professors show more than 16 years of experience. 2) Examining the status of existing number of children cf the respondents, one boy and one daughter pattern is predominant, showing 28.5 percent in middle/high school teachers and 21.1 percent in college professors. As for the desired number of children of unmarried respondents, it is observed that 43.8 percent of middle/high school teachers desire to have one boy and one girl, and 31.3 percent of college professors want to have one child regardless of the sex. By assessing the degree of awareness of the population education through their students, it is observed that 53 percent of middle/high school teachers and 50 percent of college professors are aware of population education in some extent and that a majority of respondents took the positive attitudes toward an inclusion of family planning components into the formal school education. Another noteworthy to observe is that a total of 84.8 percent out of middle/high school teachers pointed that the population education currently conducted at schools as a part of home economics are less sufficient than it should be. 3) Analyzing the tendency as to whether the respondents were experienced in receiving population education during the time when they were students, 75 percent of college professors and 59 percent of middle/high school teachers responded negative answers in the survey. In the mean time, a total of 50 percent of the respondents replied that they began to acknowledge the importance of population education mainly through the participation of some sort of population-education orientend seminars, experienced by 40 percent of college professors and 80 percent of middle/high school teachers. 4) What it calls attention in this study was to find that 96.5 percent of middle/high school teachers and 72 percent of college professors conduct population education to some extent during their lecture hours and that more than 80 percent of them are never experienced in teaching population and family planning contents in their regular classes. It is, on the other hand, found that no more than once was the response of those who believe themselves that they are experienced in teaching these relevant components to their students. Analyzing the contents of the subjects being taught in the class, a large percent of them are found to be consisted of population and family planning contents. According to this study, the current population education through the formal school is quite inactive. Analyzing the facts, 44.9 percent of the college professors responded that the population and family planning components are quite apart from their specialization which eventually generates lack of interest in the field. 5) It is also noticed through the study that the degree of frequency of commenting on population and family planning contents during the classes was depending significantly on their specializations which means that the degree of frequency varies from a major to another. Those who majored in home managerial science was the first one, as compared to others who majored in different specializations. Glancing over the status of correlations between ages of the respondents and numbers of seminar paticipation, it is quite clear that the aged group participated more than the younger group did, and that the most highest number of participations made by college professors were those who are in 50s. In addition, it is also found that those who are aged 20s and 60s of the respondents were the group who comments least on the contents of population and family planning at their classes. The suggestions and recommendation made through this survey research are as follows. 1) No one denies that the rapid increase of population, as compared to the limited size of land and resources, will certainly affect adversly to an enhancement of individual life quality which will, eventually, bring forth the poverty of the nation. This is the reasson why we are insisting that the world population be controlled up to an optimum level with a matter of global concerns. It is our understading that the primary aim for reducing number of population is believed to be attained only by conducting the systematic and comprehensive population education through the formal schools. Therefore, the role of home economists in the field of population/family planning education is considered very importment due to the fact that an ultimate goal of population education is placed in elevating the quality of family life by having optimum number of children through family planning program. 2) It is quite clear that home economists as teachers of formal school in all level are invited to pay their attention on redefining the ultimate goal of education and that of population education. We also understant that the primary objective of population education is to change the norm and value of the clients by replenishing the students with pertinent knowledge and attitudes on population and its related problems through a sort of education in order to attain the ultimate goal for enhancing the quality of life. There is no exception in the theory of home economics. An altimate goal of home economics is to elevate the general quality of life through an establishment of value existed in daily life. Considering the relations between population education and home economics, it is quite indespensable to bandle population components as an integral part in the field of home economics. We believe, therefore, that the senior home economists positive participation in the effort population control is more needed than it has been. 3) It is also strongly urged that population education should be a part of instructor training course for home economics. In other words, the teacher of home economics should be well aware of population and its problems by teaching interrelationship between population education and home economics, needs, contents and methods of population education during the instructor training courese for home economics. In addition, the senior home economists should be encouraged through positive participation on the short term training by types of domestic and international seminar, workshop, etc. 4) We certainly believe that the population education can not sustain itself without any backing-up of information and findings' of various and comprehensive researches of natural and social sciences. Accordingly, every senior home economist is invited to exert their maximum effort to conduct systematic study with an aim to utilize these findings and information at best in population education in the field of home economics. Therefore, we consider that the development of training material is imminent in order to provide effective and efficient population education through the for training of home economies. It should be noted that these training materials must be carefully designed, tailored and developed to meet the different classes of trainees under the considerations as to whether it is easily adaptable and infusable into the curricula of every field of home economics, and it is acceptable in the degree of difficulty and quality in its contents. 5) It is true that there are many domestic and international research rapers, reports and findings in the field of population education and family planning. However, there is a tendency that the most of research papers are heavily relying on the authors intension and preferences in its expression and publication. Under these circumstances, it is urged that the home economists should aware of the growing need of the technical training in order to keep these available information and research findings reprocessed and redesigned to insure the practical application into the population education in the field of home economics in Korea.

• 한국식품영양과학회지
• /
• 제38권6호
• /
• pp.709-720
• /
• 2009

서울시내에 유통 중인 음료 140건을 HPLC를 이용하여 분석한 결과로 음료의 유형별 카페인 함량을 파악하였으며, 서울시내 강남 북에 위치한 3개 학교 9학급 267명의 어린이를 대상으로 음료의 선호도 및 섭취량을 설문조사하여 어린이들의 카페인 섭취량을 확인하였다. 이를 토대로 어린이들의 음료를 통한 카페인 섭취의 위해성에 대한 정보를 제공하고, 올바른 식습관을 형성하기 위하여 "카페인 섭취를 줄이자"라는 제목으로 여름방학 전에 강의, 프레젠테이션 및 동영상을 활용한 영양교육을 실시하였다. 영양교육의 효과를 평가하기 위하여 여름방학 후에 음료의 선호도와 섭취횟수를 다시 설문조사하여 교육 전 후의 실생활에서 카페인에 대한 인식과 섭취량의 변화를 토대로 결과를 비교하였다. 교육대상의 연령은 $6{\sim}7$세(2학년)가 88명(33.0%), $8{\sim}9$세(4학년)가 95명(35.6%) 및 $10{\sim}11$세(6학년)가 84명(31.4%)이었으며, 아동의 성별은 남아 142명(53.2%), 여야 125명 (46.8%)으로 연령별 및 성별 비슷한 분포를 보였다. 어린이들의 음료에 대한 선호도는 탄산음료(27%) 및 과실 채소음료(27%)> 이온음료(26%)> 초콜릿음료(7%)> 유제품(6%)> 비타민 및 기능성음료(3%)> 녹차음료(2%)> 홍차음료(1%) > 커피(1%)의 순서였다. 유통 중인 음료의 유형별 카페인 함량은 커피($33.8{\pm}2.4{\sim}49.1{\pm}5.6\;mg/100\;mL$)> 커피우유 ($10.6{\pm}3.3\;mg/100\;mL$)> 콜라($6.0{\pm}2.4\;mg/100\;mL$)> 녹차, 홍차, 및 우롱차함유 액상차($2.3{\pm}1.9{\sim}4.1{\pm}0.6\;mg/100\;mL$) > 초콜릿우유 및 음료($1.6{\pm}0.7{\sim}1.7\;mg/100\;mL$)> 홍차함유 고형추출차($1.3{\pm}1.7\;mg/100\;mL$) 순서로 높았다. 유통음료의 카페인 함량과 어린이들의 음료 섭취빈도를 설문조사한 결과를 토대로 전체 어린이들의 음료를 통한 평균 카페인 섭취량은 $5.9{\pm}11.2$ mg/person/day이었다. 음료를 통한 카페인 섭취량이 $8{\sim}9$세는 $0.0{\sim}22.0$ mg/person/day(평균 $4.2{\sim}5.6$ mg/person/day) 그리고 $10{\sim}11$세는 $0.0{\sim}80.5$ mg/person/day(평균 $7.9{\pm}13.1$ mg/person/day)로 연령이 높아 질수록 섭취량이 늘어났으며, 성별에 따른 섭취량은 남자가 $0.0{\sim}80.5$ mg/person/day(평균 $6.9{\pm}12.8$ mg/person/day), 여자가 $0.0{\sim}67.5$ mg/person/day(평균 $4.8{\pm}9.0$ mg/person/day)로 남자 어린이들의 카페인 섭취량이 여자 어린이들에 비해 높았다. 또한 어린이들이 카페인을 섭취하게 되는 음료의 유형은 커피 57%(평균 3.4 mg/person/day)> 커피우유 20%(평균 1.2 mg/person/day)> 탄산음료 15%(평균 0.9mg mg/person/day)> 초콜릿우유 6%(평균 0.4 mg/person/day)> 비타민 및 기능성음료 2%(평균 0.1 mg/person/day)의 비율이었다. 교육전 후 카페인함유음료의 선호도 및 섭취량 변화를 살펴본 결과, 음료의 선호도 변화는 카페인함유음료 모두 교육 전보다 교육 후에 선호도가 감소하였다. 특히 탄산음료, 커피, 비타민 및 기능성음료의 선호도 평균값이 각각 교육 전 3.25, 2.50 및 3.30에서 교육 후 3.07(t=2.084), 2.29(t=2.174) 및 3.04(t=3.002)로 감소하였다. 즉 교육 전보다 교육 후에 탄산음료, 커피, 비타민 및 기능성음료의 선호도가 유의적으로 감소하여(p<0.05, p<0.05, p<0.01) 카페인 섭취를 줄이고자 하는 영양교육의 효과가 나타났다. 연령별 교육 후의 선호도변화는 선호도가 유의적으로 감소하였던 청량음료, 커피, 비타민 및 기능성음료의 경우 연령이 높아질수록 감소폭이 낮아졌다. 교육전 후 카페인함유음료를 통한 카페인 섭취량 변화는 커피를 제외한 카페인함유음료 모두 교육 후에 카페인 섭취량이 감소하였다. 특히 탄산음료, 초콜릿함유음료, 비타민 및 기능성음료를 통한 카페인 섭취량 평균값이 각각 교육 전 0.88 mg/person/day, 0.36 mg/person/day 및 0.13 mg/person/day에서 교육 후 0.65 mg/person/day(t=2.736), 0.27 mg/person/day(t=2.217) 및 0.08 mg/person/day(t=3.171)로 카페인 섭취량이 유의적으로 감소하여(p<0.01, p<0.05, p<0.01) 영양교육 후의 카페인 섭취에 대한 식습관이 개선되는 영양교육의 효과가 나타났다. 연령별 교육 후의 카페인 섭취량 변화는 유의적으로 감소하였던 초콜릿함유음료, 비타민 및 기능성 음료의 경우 $6{\sim}7$세의 어린이들만 교육 전보다 유의적으로 감소하여(p<0.05, p<0.05, p<0.001), 선호도와 같이 영양교육에 대한 효과가 연령이 높아질수록 낮았다. 성별 변화는 남자아이들의 카페인 섭취량이 영양교육 후에 유의적으로 감소하고(p<0.001, p<0.05, p<0.001), 여자아이들의 경우에는 유의적인 변화를 나타내지 않았다. 그러므로 본 영양교육으로 일부음료에서 카페인 선호도 및 섭취량이 유의적으로 감소하는 결과를 나타내어 어린이들이 카페인 섭취를 줄이려는 의식 및 행동변화를 보임으로써 식습관이 개선되는 효과가 나타났다. 한편 식습관의 변화를 확장하기 위해서는 교육기간의 확대, 교육방법의 변화를 고려하여야 할 것이다.