• Proceedings of The Korean Society of Health Promotion Conference
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• 2005.09a
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• pp.153-195
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• 2005

There has been 10 years since The Health Promotion Act was legislated. The government began to establish a health promotion fund on the basis of Health Promotion Act in 1995, and to manage and operate the fund from 1998. It is evaluated that health promotion program have had various outcomes in many aspects. First, there has been growing awareness of the impotance of health promotion through the establishment of Health Plan 2010 and the effort to actualize the Plan. Second, the importance of securing health equity and identifying health determinants have been recognized during the planning process of Health Plan 2010. Third, the health promotion program have mainly focused on improving healthy life style of the population. As a result, desirable health behavior change of the population could be expected from the result of 2005 National Health and Nutrition Survey. Fourth, public health centers began to play a crucial role in implementing health promotion programs, and began to build infrastructure for health promotion programs. Fifth, the outcomes of health promotion programs by public health centers and private health organizations have been increasing. Finally, training for health promotion personnel and their participation in the program could be the foundation for the higher level of outcome achievement from the health promotion programs. Important challenges for future health promotion would be identification of the determinants and risk factors of health in Korea, establishment of local health promotion plan, building infrastructure for health promotion, creation of specific action model by public health center, development of diverse health promotion programs and health promotion program for the elderly, conducting research for evidence concerning major factors reducing the need for health care through prevention disease activities, and establishment of evaluation and feed back system for health promotion programs.

• Research in Community and Public Health Nursing
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• v.8 no.2
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• pp.178-196
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• 1997

The purpose of this study is to identify the kind, the frequency, and the type of Stress Management Program(SMPs) throughout life-span used foreign, recent research. The period of this study was from July 1 to Dec. 10, 1997. The data were collected through Medline using two concepts: stress management programs and life-span. The number of these research were 106 and thirty-one experimental researches that were tested the effectiveness of SMPs throughout life span were selected. The data were analysed by the kind, frequency, and life-span. The results were as follows: 1. The kind and frequency of SMP : The total number of the kind of SMP were twenty-two. The most used SMP was relaxation therapy, 22 out of 31. The second biofeedback was 10, the third, cognitive behavior program was 9, the fourth, nutrition and diet, and education were 7. The others were coping skill(4), cognitive therapy(4), breathing(4), imagery(3), autogenic training(3), sleep and rest(2), meditation(2), information(2), desensitization(2), hypnosis(2), behavior therapy(1), time management (1), visualization(I), yoga(I), diversion(1), and problem solving skill. 2. Throughout life-span: Most SMPs were applied to adolescents, young adults, and middle-adults. Other subjects could not be found under the schooler. 3. The type of SMPs : 28(90.3%) out of 31 research used combined-SMP : two-combined SMP, 5: three-combined SMP, twelve: four-combined SMP, seven: five-combined SMP. 4. Afterward, further study such as meta-analysis are needed in order to identify effective ness of the SMPs.

• Journal of the Korean Society of School Health
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• v.10 no.2
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• pp.193-211
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• 1997

The study was designed to gain necessary basic data in order to grasp the health knowledge, attitude, and practice level of students and teachers of elementary, middle and high schools. This study was conducted through interviews of 3,400 students and 1,022 teachers attending 14 different schools large, middle and small cities and rural towns during a period of nine months (from Oct. 2 1995 to Jun. 30 1996). By the results of this study, the recommendations can be summarized as follows: 1. A school health development committee should be established of 10 members: school health related teachers (physical trainers, nurses, and teachers in charge of health), parents, persons related to health administration, local medical doctors, and student reprensentatives in order to support and immplement school health development plans. 2. Like advanced countries, a health class of 2~4 hours should beplaced in middle and high schools. A nurse majoring in health from a university should be the teacher. 3. A curriculum of health should contain the following: education on health, sex, alcohol, tabacco, the misuse of the drugs, the structure and function of human body, the growth of the body, mental health, safety and emergency care, the prevention of disease, proper eating habits and nutrition, daily health life, family health education, society health, community health, environmental pollution and individual responsibility. 4. Create a school health promotion center, with a nurse's office, and a sports center which has health machines (bars, aerobics, training, twist machine, belt massage, running machine, bench press, chest waist, hack hip extension machine) as well as a physical strength measuring machine (muscular strength, alertness, flexibility, endurance, lung functions and so on), so that the teaching staff and students can use them and train their bodies. 5. Through a refresher education program, urge teachers to understand school health promotion services. 6. Regulate a standard and establish a system of monitoring the physical enviroment of the school (the height of desks and chairs, illumination facilities, ventilation facilities, safe drinking water). 7. Create a check list of health to evaluate improvement.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.3
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• pp.297-303
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• 2018

This study investigated the effect of community-based health intervention program to improve metabolic disease in Jeju island. There were 50 obese local residents in the experimental group (body mass index, $BMI{\geq}25kg/m^2$). They participated in cooking therapy with nutrition education (4 times), exercise program with proprioceptive neuromuscular facilitation (PNF) and stretching training (9 times), and alternative medicine program with healing touch massage (3 times) during a 3-week period. To evaluate the effectiveness of the program, body composition, blood lipid profiles, blood glucose, and waist circumference were assessed before and after the intervention program. After the program, the value of total cholesterol (TC), glycosylated hemoglobin (HbA1C), diastolic blood pressure, percent body fat, and waist circumference were decreased, and became the normal value. Especially, HbA1C, percent body fat, and waist circumference were significantly decreased (P<0.001) in the experimental group, while HbA1C, percent body fat, and waist circumference were significantly increased (P<0.001) in the control group (N=50), who had no intervention. Our results suggest that metabolic syndrome associated markers need intervention program for improving them. In conclusion, although this study did not analyze the effect of the health intervention program and cooking therapy separately, considering the result of this 3-week, short term program, the effect will be more profuse if cooking therapy and exercise program were performed concurrently.

• Journal of the Korean Home Economics Association
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• v.19 no.3
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• pp.83-101
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• 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.

• Korean Journal of Community Nutrition
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• v.7 no.6
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• pp.833-843
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• 2002

This study was carried out to investigate the effect of hygiene education on the microbiological changes of processing utensils and the environmental in the manufacture of cereals and to evaluate the Cd, Pb contents and nutrient compositions of 11 cereals. The result of microbiological evaluation was that fungi, coliforms and staphylococcus species were detected in employees, on equipment, utensils and environments in the first inspection. Fungi were detected in most of the cereals, staphylococcus species were detected in soybeans, perilla seeds and sea tangle How, and bacillus cereus was detected in sorghum and black sesame seeds. The water content of rice, barley, glutinous rice, brown rice and carrot flour in packaged products, and in carrot flour, angelica keiskei, carrot, sea mustard and potato in bulk products was in excess of 8.0%. The Pb content of cereals was 0.14-0.51 mg/kg and Cd was not found. The acid value of Job s tears flour and black sesame seed flour was higher than 5.0 mg/g oil. Cereals were manufactured from 41 different cereals and grains, legumes, seeds and nuts, vegetables, potatoes, seaweeds, fruits, glucose and salt. The average content of cereals and grains, legumes, and seeds and nuts in cereals was 75.75%, 16.19% and 4.93%, respectively. The mean nutrient content per 100 g of cereals was calories 365.8kcal, protein 13.3 g, fats 5.9 g, carbohydrates 63.4 g, Ca 91.8 mg, p 269.9 mg, Fe 3.15 mg, Na 76.2 g, K 421.8 mg, Zn 2.33 mg, Vit. A 12.5 R.E., Vit. B$_1$0.23 mg, Vit. $B_2$ 0.16 mg, Vit. $B_6$ 0.46 mg, Niacin 3.5 mg, Vit. C 1.36 mg, folic acid 62.3 $\mu$g and Vit. E 1.24 mg. When nutrients value of 48 g of cereals and 200 $m\ell$l of milk was compared to 1/3 of the RDA, the values were below than 60% of 1/3 of the RDA except Na, K, Vitamin $B_1$ and C contents. The average carbohydrate : protein : fat ratio of energy intake was 54.27 : 17.45 : 28.28, respectively. Therefore, a training program consisting of the education of the staff in surveillance and standard operating procedures, the elimination of dangerous procedures, sanitation checklist, the implementation of Preparation methods and standard recipes for cereals is required.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.267-276
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• 2020

The purpose of this study was to investigate the effects of physical activity in the elderly with osteoarthritis on stress and health-related quality of life (EQ-5D). This study performed data analysis using the SPSS 17.0 program in 104 elderly people with osteoarthritis over 65 years old using raw data from the 7th National Health and Nutrition Survey. The main results of this study are as follows: Males exercised more strength than women, and the better the subjective health status, the higher the rate of walking and aerobic activity. The group that felt stress showed a higher rate of walking and aerobic activity than the group that had no stress, and one group that felt a little stress practiced walking more than 3 days. The exercise ability of the elderly with osteoarthritis was better in the group who practiced walking, strength training, and aerobic activity than in the group without physical activity, and in self-management, the group practicing exercise and aerobic activity had problems with self-management. There was no daily activity, and the group that practiced walking and strength training also showed a high level of daily activity. In the area of pain/discomfort, the group practicing walking showed less pain/discomfort, and in the area of anxiety/depression, the group practicing walking showed less anxiety/depression. In conclusion, it is considered that in order to increase the quality of life of the elderly with osteoarthritis and to manage the stress, active efforts to increase the level of physical activity are necessary.

• Journal of Food Hygiene and Safety
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• v.30 no.1
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• pp.13-27
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• 2015

A systemic review on the factors affecting food catering hygiene was conducted to provide information for risk management of food catering in Korea. In total 47 keywords relating to food catering and food hygiene were searched for published journals in the DBpia for the last decade (2005-2014). As a result, 1,178 published papers were searched and 142 articles were collected by the expert review. To find the major factors affecting food catering and microbial safety, an analysis based on organization and stakeholder were conducted. School catering (64 papers) was a major target rather than industry (5 pagers) or hospitals (3 papers) in the selected articles. The factors affecting school catering were "system/facility/equipment (15 papers)", "hygiene education (12 papers)", "production/delivery company (6 papers)", food materials (4 papers)" and "any combination of the above factors (9 papers)". The major problems are follow. 1) The problems of "system/facility/equipment" were improper space division/separation, lack of mass cooking utensil, lack of hygiene control equipment, difficulty in temperature and humidity control, and lack of cooperation in the HACCP team (dietitian's position), poor hygienic classroom in the case of class dining (students'), hard workload/intensity of labor, poor condition of cook's safety (cook's) and lack of parents' monitoring activity (parents'). 2) The problem of "hygiene education' were related to formal and perfunctory hygiene education, lack of HACCP education, lack of compliance of hygiene practice (cook's), lack of personal hygiene education and little effect of education (students'). 3) The problems of "production/delivery company" were related to hygiene of delivery truck and temperature control, hygiene of employee in the supplying company and control of non-accredited HACCP company. 4) The area of "food materials" cited were distrust of safety regarding to raw materials, fresh cut produces, and pre-treated food materials. 5) In addition, job stability/the salary can affect the occupational satisfaction and job commitment. And job stress can affect the performance and the hygiene practice. It is necessary for the government to allocate budget for facility and equipment, conduct field survey, improve hygiene training program and inspection, prepare certification system, improve working condition of employees, and introducing hygiene and layout consulting by experts. The results from this study can be used to prepare education programs and develop technology for improving food catering hygiene and providing information.

• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.1
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• pp.162-171
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• 2014

As the foodservice industry is labor intensive, the efficient management of human resources is an essential element for improving operational efficiency. This study was designed to investigate the performance level of human resource management in self-operated school foodservices and to examine the relationship between human resource management, organizational commitment, and productivity. Whether these factors rated differently by employment and job types was also examined. Data were collected through questionnaires distributed to 60 dieticians and 240 cooks in Seongnam and Yongin. Frequency analysis, factor analysis, the t-test and multiple regression analysis were tested using Minitab. Human resource management practices rated highly in the dimension of employee training (3.51), followed by working environment (3.39), and turnover management (3.37). In contrast, reward management (1.73) and working condition (1.56) received the lowest score. Organizational commitment scored 3.65 points, and showed that dedication (3.82) was the highest score; however, self-esteem (3.50) was the lowest score. For human resource management, there were significant differences between employment types as full time workers (3.85) rated management more highly than part-time worker (3.43). Overall productivity was fairly high, especially in high school foodservices. Only the performance appraisal had an influence on organizational commitment (${\beta}$=0.292, P<0.05). Productivity was positively correlated with human resource management (r=0.432, P<0.001) and organizational commitment (r=0.36, P<0.01). In conclusion, school foodservices need to establish objective performance standards, and increase employee morale by enhancing reward systems and working conditions. In particular, irregular employees require training with job performance standards and given a proper reward program, depending on their performance, to improve organizational commitment.

• 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.