• Journal of Navigation and Port Research
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• v.30 no.5 s.111
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• pp.421-426
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• 2006

Recently, with economic growth and changes of recognition, the many research into vocational disease is in the process of advancing inside and outside of the country and it follows in research and also produce satisfactory results. However, as compared to the crew s service environment, system research into the occupational illness occurring in embarkation service is not accomplished After attacking the occupational illness, only the research to the compensation is conducted Therefore, this study examines law and system of the occupational illness based on basic research into crew's occupational disease and after disease preventing and attacking of the crew, give some legal reform measures to support quick and appropriate.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2006.06b
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• pp.47-52
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• 2006

Recently, with economic growth and changes of recognition, the many research into vocational disease is in the process of advancing inside and outside of the country and it follows in research and also produce satisfactory results. However, as compared to the crew's service environment, system research into the occupational illness occurring in embarkation service is not accomplished. After attacking the occupational illness, only the research to the compensation is conducted. Therefore, this study examines law and system of the occupational illness based on basic research into crew's occupational disease and after disease preventing and attacking of the crew, give some legal reform measures to support quick and appropriate.

• The Journal of Korean Academic Society of Nursing Education
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• v.1 no.1
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• pp.46-61
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• 1995

The purpose of this study was to identify the degree of learning desire in the health education of military drill curriculum and to furnish basic data for the effective health education at high school. A total of 594 high school students were participated in the questionnaires and the 12 domains & the 55 questions were utilized for this study. The survey was conducted from March 15 to March 27, 1993 and the collected date were analized by T-test and F-test. The results of this study are as followings : 1. In the 12 domains, respondents indicated high degree of learning desire in 'human & sex', 'nutrition' and 'disease of adult' in that order. However 'accident & disaster', 'transport & management' and 'nursing' were not highly ranked. 2. In the 55 questions, respondents showed high degree of learning desire in 'artificial respiration' & 'cardiopulmonary resuscitation', 'precautionary of adult disease' and 'sex & sex moral' in that order, but low degree of learning desire in 'the management of many wounded persons' and the 'synopsis of nursing'. 3. Comparing the degree of learning desire by grade, the 1st, the 3rd and the End grade were ranked in that order. The 1st and 3rd graders showed higher degree of learning desire in 'human & sex', and the 2nd graders in 'nutrition'. 4. Also, female students showed higher degree of learning desire than male students in general. Female students indicated it in 'nutrition', 'human & sex' and 'adult disease' in that order while male students in 'human & sex', 'adult disease' and 'nutrition' in that order. 5. The academic high school students showed higher degree of learning desire than the vocational high school students. 'Human & sex' was highest ranked at both academic and vocational high school students.

• 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.

• Journal of Veterinary Science
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• v.22 no.6
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• pp.67.1-67.7
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• 2021

Background: Chlamydophila felis, formerly known as Chlamydia psittaci var. felis, is frequently associated with ocular, respiratory, and occasionally reproduction tract infections. Even though the infection is sometimes asymptomatic, it potentially results in a latent immunosuppressive infection. Objective: This study aimed to identify occurrences of feline chlamydophilosis, rarely reported in cats in Indonesia. Methods: The observation was conducted in three cats with clinical signs of Cp. felis infection, particularly relapsing conjunctivitis. The cats' histories were recorded based on owners' information. Conjunctival swabs were sampled for cytology examination and molecular assay detection. A phylogenetic tree was generated using MEGA-X software to reveal group clustering. A post-mortem examination was performed on the cat that died during an examination. Results: Cp. felis was detected in both cytological examination and polymerase chain reaction assay. The phylogenetic tree demonstrated that the Cp. felis isolated in this study clustered with several other isolates from the other countries. Cp. felis can be isolated from cats with different clinical manifestations and levels of severity. The chronic fatal infection demonstrated interstitial broncho-pneumonia under histopathological examination. Conclusions: Molecular assay of Cp. felis is always recommended to obtain a definitive diagnosis of feline chlamydophilosis since the disease can have various clinical manifestations. Even though it may be subclinical and is often not fatal, an infected cat may be a carrier that could spread the pathogen in the surrounding environment. Serious disease management is suggested to avoid high costs associated with regularly relapsing disease.

• Journal of Pharmacopuncture
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• v.19 no.4
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• pp.344-349
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• 2016

Objectives: This study aimed to determine the knowledge levels and attitudes of School of Health and Vocational School of Health students toward complementary and alternative medicine (CAM). Methods: Three hundred thirty-three (333) students studying at the Mehmet Akif Ersoy University School of Health and the Golhisar Vocational School of Health in Burdur, Turkey, were included in the study. Research data were collected by using a survey method based on the expressed opinions of the participants. Results: Of the participants, 69.7% were female and 97% were single (unmarried). Of cigarette users and those with chronic illnesses, 46.8% and 47.8%, respectively, used CAM. Those using CAM were statistically more likely to be female (P < 0.021), to have higher grades (P < 0.007), to be single (P < 0.005), to be vocational school of health graduates (P < 0.008), and to have fathers at work (P < 0.021). While 9.6% of the students thought CAM to be nonsense, 10.8% thought that the methods of CAM should be tried before consulting a doctor. Conclusion: A majority of the students in the study population were found to use complementary and alternative medicine, but that they lacked information about its methods. As a way to address this, CAM should be included in the curriculum of schools that provide health education, and CAM training programs should be given to healthcare professionals to improve their knowledge of CAM. In Turkey, many more studies should be performed to determine nurses' and doctors' knowledge of and attitudes about CAM methods so that they can give correct guidance to society and take more active responsibility in improving patient safety.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.115-125
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• 2015

This study was to identify major risk factors associated with secondary traumatic stress in a sample of 654 public social welfare specialists. Findings indicated that 69.0% of the subjects experienced secondary traumatic stress, and 36.9% of them were in a high-risk group. Multiple regression analysis showed that the risk of the secondary traumatic stress was associated with gender, work hours, physical violence and threats from clients, coping strategies, and vocational self-efficacy. Based on these results, several interventions for preventing the incidence of secondary traumatic stress among public social welfare specialists are suggested as the follows: construction of secure job environment, development of educational programs for improving vocational self-efficacy and coping skills, and implementation of mental health screening system on a regular basis to prevent the outbreak of mental disease among the workers.

• The Korean Nurse
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• v.34 no.1
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• pp.74-87
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• 1995

This study was to investigate the current prevention Mechanism of tuberculosis infection and to find out how nursing teachers handle against tuberculosis infection. The objectives of this study was to aid in better treatment and maintenance of those infected-students and help students to prevent the disease by themselves. The subjects of this research were 78 students who were proved to be infected at tuberculosis by the test result of each high school and 35 nursing teachers who retain those 78 infected students. The results of this study were as follows: 1. The infection rete of tuberculosis and the general characteristics of the infected students at Girls' High School: There are approximately 33 and 50 tuberculosis-infected cases in 1992 and 1993. The tuberculosisinfection rate were 0.12% in 1992, while the infection rate were 0.17% in 1993. The infection rate for academic Girls' High School stucents were 51.3%, while that of vocational Girls' High school students were 48.7%, About 30.8% of respondents have a family history of tuberculosis infection. 2. The current management system of tuberculosis treatment: It was reported that 59.0% of respondents out of total cases were in the process of treatment, and 41% of them were recovered (from tuberculosis). 55.1% of respondents use health center as their most frequent treatment location. 57.5% of academic Girls' High School and 47.4% of vocational Girls' high shool reported inconsistent meals while curing tuberculosis. In terms of taking medicine, 55.1% reported inconsistently. 3. The current management system of nursing teachers; Approximately 57.1% of nursing teachers were at academic Girls' High School. while 42.9% were at vocational Girls' High School. While treating tuberculosis, 85.7% of nursing teachers checked the consistent medicine-taking, 54. 3% of them checked the side effects of medicine, 80% of them consulted with students, while only 25. 7% of them check the school attendance. This study also finds out that we have underestimated the importance of tuberculosis treatment and health education at the shool level, it has not been effective enough for students to recognize the importance of tuberculosis. It is our assertion that nursing teachers should have paid much more attention to tuberculosis itself and infected-cases.

• Safety and Health at Work
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• v.14 no.4
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• pp.375-383
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• 2023

Background: Working despite feeling ill - presenteeism - is a widespread behavioral phenomenon. Previous research has shown that presenteeism is influenced by various work-related and personal factors. It's an illness behavior leading to a range of negative but also positive consequences. Due to coronavirus disease 2019 (COVID-19) pandemic, remote work has become the "new normal" for many employees. But so far, little is known about presenteeism in remote work. This study aims to investigate presenteeism in remote work by looking at the extent of remote presenteeism, differences to presenteeism in on-site work, and associated factors. Methods: A nationwide cross-sectional online survey was conducted in Germany with N = 233 participants. Data were analyzed using descriptive statistics, t-tests, and correlation analysis. Results: The results reveal that presenteeism is prevalent in remote work x = 4.13 days (Md = 3; D = 2; s = 4.95). A low ability to detach from work (r = -.17; p = .005) and low supervisor support (r = -.14; p = .02) is associated with more remote presenteeism days. Remote working conditions seem to facilitate presenteeism. Conclusion: This study provides empirical insights into a subject area of great societal relevance. The results show that awareness should be raised for presenteeism in remote work. It should be regarded as a behavior that can be functional or dysfunctional, depending on the individual situation. Supervisor support and detachment should be fostered to help reduce dysfunctional presenteeism. Promotion of health literacy might help remote workers to decide on a health-oriented illness behavior. Further research is vital to analyze to what extent and under which circumstances presenteeism in remote work is (dys)functional and to derive clear recommendations.

• Journal of Agricultural Extension & Community Development
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• v.29 no.4
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• pp.203-224
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• 2022

This study aims to examine the educational needs of migrant farm workers and farmers in Korea. For developing survey instruments, content analysis of migrant workers & employer training programs, in-depth interviews with farmers and expert reviews had been conducted. Therefore, eight parts and twenty nine educational contents for migrant workers, five parts and twenty educational contents for farmers have been constructed. For data analysis, Borich analysis and The Locus for Focus Model were hired to analyze the educational needs assessment. Results showed that migrant workers' educational priorities were 'basic korean for farming, working attitude in farming, safety guidelines and first aid skills for rural life, safe use of pesticides and protective equipment, driving skills, safe use of agricultural machinery, operation & maintenance of agricultural machinery, pest control by crop', and for the farmers' were 'communication with migrant workers, trouble controls with employment, farming guidance, industrial accident cases and countermeasures, preventing disease and promoting mental health of migrant workers'.