• Korean Journal of Heritage: History & Science
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• v.44 no.1
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• pp.182-195
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• 2011

Old big tree transcends the simple meaning of trees as they are the natural monuments that embody the people's history and culture of this land. The Cultural Heritage Administration of Korea (CHA) defines and protects old big tree based not only on the size of the tree but also on its definitive cultural and natural factors such as value, implications, and originality. This research aims to identify and analyze the habitation and measurements, the soil conditions, as well as the protective facilities of 14 old big tree spread throughout the Gangwondo. The research examined the soundness of the arboreal form, the degree of damage on the bark, as well as the quantity of leafs levels to evaluate the overall condition of growth and development. Then, the tree height, the eastwest and south-north width of the crown, the sternum circumference, and the root circumference were recorded to identify the measurements of the selected old big tree. Also, the research analyzed 9 elements such as soil texture, pH levels, and organic contents in order to determine the scientific characteristics of soil upon which the trees draw nutrition. Finally, the research evaluated supporting pillars, lightning rods, iron pulling-facilities, as well as notice boards to study the protective facilities of old big tree. The research procedures revealed that 78.57% of the old big tree identified as natural monuments in the Gangwondo have average to above average habitation conditions. Also, the average tree height reaches 18.80m above ground while the average root circumference measures 7.34m. Moreover, the results of the scientific analyses conducted on the soil elements determined that most chemical values were within the defined levels, with the exception of phosphoric acid levels falling within the hyper-nutritious range. Finally, although most of the protective facilities did support the habitation of the Old big tree, there were some supporting pillars and iron pulling-facilities that actually damaged the trees. This research means to provide foundational reference data for the analysis of the habitation and management conditions of natural monument old big tree within the Gangwondo. A follow-up topic led by the results of this research is the identification and analysis of correlating environmental elements that affect the habitation of the old big tree.

• Journal of Food Hygiene and Safety
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• v.36 no.6
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• pp.481-487
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• 2021

The purpose of this study was to provide safety management information by analyzing the survival and growth-related properties of foodborne pathogens from Romaine lettuce. After cultivating E. coli O157:H7 for 72 h on Romain lettuce via spray inoculation, the bacteria population increased by 2.0 log CFU/g from the initial population, confirming the possibility of survival and multiplication of the pathogen thereon. The study also revealed that there is no significant difference in the cultivation of E.coli O157:H7 after 72 h from inoculation on damaged and undamaged lettuce leaves. As a result of investigating distribution of E.coli O157:H7 on damaged lettuce leaves, it was found that the bacteria is unlikely to adhere on the smooth surface of undamaged leaves and, thus, results in a low population density, whereas the bacteria cluster on the rough surface of damaged leaves and easily enter through the damaged tissues. Furthermore, after 24 h of cultivation of the pathogenic microbe in the extract with concentrations of 10-100%, utilization of the lettuce extract by the pathogen was found to be 8.9 log CFU/mL E. coli O157:H7, 8.6 log CFU/mL L. monocytogenes, and 8.8 log CFU/mL P. carotovorum. The increase in the population of both the pathogenic microbe and foodborne pathogen reached over 4 log CFU/mL, implying the microbe can utilize the lettuce extract as a source of nutrition. Compared to the initial inoculation concentration in 0.1% lettuce extract, the final concentration has increased up to 2.7 log CFU/mL E. coli O157:H7, 1.3 log CFU/mL L. monocytogenes, and 2.9 log CFU/mL P. carotovorum. Accordingly, the study confirms that the minimal growth concentration of the pathogenic microbe is lower than 0.1% and that the pathogen possibly survive and multiply inside the lettuce leaves given the lettuce extract with concentration of 0.1% is consistently supplied through the damaged tissues.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.129-149
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• 2021

The purposes of this study were to examine the current status of the establishment of home economics-related departments in colleges and universities and the changes required in the home economics curriculum of secondary schools, and to structure the elective courses of home economics subject(group) that can be organized in the next high school curriculum. To achieve these purposes, related literature and data were analyzed, and a questionnaire survey and FGI were conducted by home economics experts. The research results are as follows. First, home economics was considered to be highly related not only to the human ecology but also to social sciences, education, engineering, and arts and physical education. The numbers of technical colleges and 4-year universities with departments related to home economics were 1,405 and 961 respectively in 2019. Therefore, it was confirmed that there is a sufficient basis for opening home economics subject(group) elective courses in high school. Second, in the secondary school home economics curriculum, the concepts of culture, relations, independence, and sustainability were emphasized based on the changing life patterns and values. It was proposed that the contents of the home economics course would be structured in a way that allows deep and high-level thinking and helps students to enjoy culture. This demand can be implemented by diversifying, specializing, and structuring the elective courses of the home economics subject(group). Third, a total of 18 elective subjects and subject outlines were structured in the fields of child/family, food/nutrition, clothing, housing, consumption/family management, and home economics integration. This study results will contribute to the establishment of the high school credit system by providing basic information for organizing the next home economics curriculum, and expanding the options for home economics subject(group) to high school students.

• Korean Journal of Agricultural Science
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• v.9 no.1
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• pp.284-302
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• 1982

Development of protein resources as food has been a big issue especially in Southeast Asia region, and intake of protein is also insufficient in Korea. To cope with this shortage of protein resources and its improvement together with increased production of high nutritive animal protein, studies were carried out on feeding of Korean native goats. In the experiments were made absorption of carbohydrate and volatile fatty acid in miniature rumen, and absorption of amino acid in rumen as in vivo were conducted as part of studies on nutritional absorption in rumen. Those nutritional for improvement of feeding and management as described above are summarized as following. 1. According to the result of test on the nutritional absorption of native goat by means of miniature rumen method, absorption ratio of VFA measured at 0.5, 1 and 2 hours after injection of nutrition showed propionic acid 70-86%, acetic acid 74-87%, and lactic acid 76-89%. In the absorption of organic substances, ethyl alcohol of 0.5% showed 29-87% and lactic acid of 0.1M showed 12-27% of absorption ratio. 2. Result of absorption measurement in rumen from L-type free amino acid injection in the content of rumen vein showed lower rate at menthionine-free group compared to whole-egg amino acid injection in the content of rumen vein showed lower rate at methioine-free group compared to whole-egg amino acid group, and high absorption ratio was observed at methionine 3 times group and urea added group. Deficiency of methionine caused no change of the content in mucous membranes. 3. Absorption of amino acid in rumen muscular layer showed equal tendency as in the mucous membrane without exerting any influence of methionine deficiency. At the methionine3-times group, content of methionine and glutamine were increased by 14.7 and 4.4 times as compared to whole-egg amino acid group, an absorption ratio of glutamine, proline and valine were increased at urea added group. 4. In general, concentration of amino acid in rumen vein plasma was lower than in rumen mucous membrane and muscular layer. Absorption ratio of amino acid is decreased due to methionine deficiency, and tripling of methionine or urea adding caused increment of amino acid. Absorption pattern is thus varied depending on the composition of amino acid. 5. At the urea added group, content of ammonia-N, amino-N and urea were increased in rumen muscular layer. As the inside of goat's rumen was unable to clean thoroughly, investigation was made on remaining bacteria, however, variation of ammonia-N was affected by these bacterial content. 6. Variation in rumen structure by differential absorption of amino acid was observed by general microscope and fluorescent microscope. According to the result of observation in the methionine 3 times group, single cylinder epithelium of mucous membrane showed rather thin, and it was thick at urea added group though no significant differences existed among test groups in submucous membrane and muscular layer.

• Journal of the East Asian Society of Dietary Life
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• v.20 no.2
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• pp.218-230
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• 2010

This study was conducted to survey isoflavone intake among adult women in menopause with diseases such as metabolic syndrome and osteoporosis and to analyze the relationship between each of these chronic diseases followed by isoflavone intake and the related health risk index. The average age of the subjects was 49.97 years old, while that of the pre-menopausal subjects was 45.14 years, and the post-menopausal subjects was 55.99 years. The average body mass index (BMI), waist-hip circumference, body fat percentage, blood pressure, blood sugar and blood lipid content of the post-menopausal subjects were higher in significant difference than those of the pre-menopausal subjects. The bone density of the hip and spine in post-menopausal subjects was lower in significant difference than that of the pre-menopausal subjects. After menopause, the subjects had a lower ratio of individuals at risk of anemia when compared with the subjects before menopause, but had higher health risk ratio related to each type of chronic disease, including obesity, hypertension, high cholesterol and osteoporosis than the subjects before menopause. The intake frequency of each soybean food was similar among subjects before/after menopause. The most common soybean based foods consumed by the subjects were soybean, soybean curd and soybean paste. The average daily intake level of isoflavone among subjects before menopause was 25.48 mg, while that of subjects after menopause was 32.25 mg. Evaluation of the distribution of the isoflavone level revealed that the pre-menopausal subjects consumed 3.29~78.36 mg and the post-menopausal subjects consumed 3.18~116.59 mg. The intake level by each individual varied greatly. The pre-menopausal subjects had a low BMI index and systolic blood pressure as much as their isoflavone intake level was high. Additionally, the post-menopausal subjects had a low menarche age and high menopause age when their isoflavone intake level was high, the BMI index and waist-hip circumference ratio was highest among individuals with lowest isoflavone intake level. This study showed that there was a possible relationship between soybean isoflavone intake and health problems such as obesity, high cholesterol, and osteoporosis in women after menopause with diseases such as metabolic syndrome and osteoporosis, even if this relationship was not great.

• 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.

• Applied Biological Chemistry
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• v.7
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• pp.92-104
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• 1966

For the purpose of the better dietary management and to empahsize of importance in nutrition education for 552 students at the dormitories, College of Agriculture, Seoul National University, the dietary survey was conducted for each consecutive seven days, from March 7th to 13th at the boy's dormitory, from March 14th to 20th at the girl's dormitory, respectively. In comparison the average caloric and nutrient intake per caput per day at the both, girl's and boy's dormitory with the recommended dietary allowances for age of 25, the intake of calories and all nutrients except riboflavin were over the allowances for the boy, while the caloric intake by the girl was considerablly below the allowance. But it is meant that only 150 calories was actually deficient in comparison with the figure of the average energy consumption determined for the girls at the dormitory of the Sook-myung Woman's University, whose pattern of living was quite similar to those of the girls at this college. Except iron and ascorbic acid, all other nutrients were deficient for the girls. The calories in the form of protein of a diet taken by the boy was 12.9% and that by the girl was 12.8%. Protein quality of the diet taken by boy scored 70 while that by the girl scored 79. NDp Cal% of the diet taken by the boy was 7 and that by the girl was figured out to be 8. Therefore, calculated reference protein taken by the boy was 55.8 grams and that by the girl was 36.9%. Though it is generally recommended that at least 1/3 of the protein should come from animal sources, it was apparent by this survey that providing 1/5 of the protein from animal sources with remaining part of high quality vegetable protein foods in the adequate mixed diet would give satisfactory results for both girl and boy students. This was clearly demonstrated by the recommended reference protein and NDp Cal% met. Significant difference between boys and girls in the average consumption of seasonings was found. In consumption per day of seasonings, boy used 1.5 grams of red pepper powder which means they used 15 times more of red pepper than girls did. Kochujang was used 13 grams by boy-students which was as high as 21 times of that of the girl. Total salt intake by the boy was 34 grams while the girl consummed 23 grams. It is obviously recognized that boys prefer more peppery and salty flavor than girls do. To reduce the amount of protein consummed and to improve the quality of protein food, increase of riboflavin rich food and increase of fat intake in place of grain intake are recommendable to the boy. For the girl's diet, consumption of grains, particularly more intake of barley mal· be recommendable to meet the B group of vitamins allowances as well as the caloric allowance. The use of more servings of yellow green vegetables is needed to the girl.