• 보건교육건강증진학회지
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• 제24권4호
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• pp.181-200
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• 2007

Objectives: A content analysis was conducted to examine whether the current school textbooks providing smoking information are effective or not. Methods: The authors reviewed 111 qualified textbooks using elementary through high schools during 2006-2007 academic year in Korea. Educational components were coded with an analysis tool developed through the present research. Result: Tobacco education components were narrowly focused on long-term physiological consequences of tobacco use, addictiveness, and harmful ingredients and they were repetitively shown in the textbooks. Negative health consequences such as lung cancer were emphasized 10 times among 12 smoking-related textbooks. Educational messages or contents are mainly based on medical knowledge (72%) rather than psycho-social components. The US school-based smoking prevention programs, however, employ psycho-social approach with cognitive and life-skill components and they contain only 7-17% of smoking-related medical knowledge. In order to increase psycho-social smoking prevention components in Korean textbooks, the present study identified social subjects of textbooks (and relating core sessions) for elementary, middle, and high school. It also provided guidelines for school instructors to use. Conclusion: Adolescent smoking behavior is not caused by the deficit of health information, but mostly by social influences including media and peer pressure. School textbooks proving smoking information need to increase psycho-social context. One of the most effective ways as a psycho-social smoking prevention program is to use social subjects (or curriculum) of textbooks such as social studies, ethics, social cultures, social environment, and home management.

• 한국응급구조학회지
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• 제9권2호
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• pp.5-20
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• 2005

Purpose: This study is to examine the relationship between safety awareness and safety accident occurrence with elementary school students. Materials and methods: It selected 10 elementary schools under the supervision of Jeonnam Board of Education and sampled 700 students randomly from 2-3 classes in the 5th and the 6th grade. One preliminary survey was conducted to revise and complement the contents and forms of questionnaire with 70 students of a school from Apr. 1 to 6, 2004 and this study was conducted from Apr. 10 to 30, 2004. Total 700 questionnaires were distributed and 681 were collected (97%) and 602 were used for final analysis except 79 lacking responses. Data collected were analyzed with SPSS statistical program. Results: The average score of safety awareness of subjects by area was high as 2.72 points out of a possible 3. Area showing the highest safety awareness was safety from fire. Girl students had higher safety awareness than boy students. The fifth graders had higher safety awareness than the sixth graders. In safety awareness by the number of siblings, single son or single daughter showed the highest safety awareness. 53.2% of the subjects experienced accident for one year, the frequency of accident was mostly once and most of accidents were occurred at school. Accidents for the last year were higher in boy students, the sixth graders. According to relationship between safety awareness and safety accident, group with lower safety awareness in school safety(P < .022), traffic safety(P < .016), fire safety(P < .019), home safety(P < .007) and accident treatment and first aid(P < .003) had higher safety accidents than that with higher safety awareness. Conclusion: Development of safety education program by grade, that of parents safety education program, field experience and practice with students, teachers and parents and various safety education programs should be substantially and repeatedly accomplished for prevention education of safety accidents. In addition, to prevent and cope with safety accidents, safety education should be reflected on normal education, safety education textbook be developed, special safety education teachers be employed for safety education.

• Child Health Nursing Research
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• 제14권2호
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• pp.163-175
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• 2008

Purpose: The purpose of this study was to provide basic data to develop first aid education programs for elementary, middle and high school students. Method: Forty nine textbooks adopted by first to six grade elementary schools and first to third grade of both middle and high schools were analyzed for content on first aid. Results: 1) First aid content was covered only in courses on and 2) Content on first aid was included in the categories, "General of first aid", "Rescue & moving", "Fire & Burns", "Cardiopulmonary resuscitation", "Musculoskeletal injuries", "Thermal injuries", "Wounds", "Removing foreign bodies", "Disaster & Accidents" and "Others". Categories that were not included were "Poisoning" and "Bites". The content did not follow a progression related to the level of intellectual and physical development of the students. Conclusion: These results suggest that the content on first aid should be revised to be practical and rational for the benefits of student safety.

• 한국의사학회지
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• 제25권2호
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• pp.121-136
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• 2012

The purpose of this paper is to derive the features of cold damage clinical medicine during the early days of the Chosun(朝鮮) period by analyzing discussions on cold damage published in the official medical book of the Chosun period, Compendium of Prescription from the Countryside(鄕藥集成方, CPC). Cold damage was one of the typical diseases in East Asia where there was constant seeking of the utilization of prescriptions, ways of preparations, and awareness regarding cold damage as shown in Zhang, Zhongjing(張仲景)'s Treatise on Cold Damage Disease(傷寒論, TCDD) below. Traditional Korean medicine which possessed the medical universality of East Asia also was no exception and through an analysis of the part on cold damage in CPC, it is expected that medical features of cold damage in Korea passed down from the Koryo(高麗) Dynasty to the early Chosun period will be revealed. For this, first there needs to be an organization of past discussions on cold damage surrounding the existence of infection and after checking the issues, exploring which of the writings related to TCDD and editions are being utilized through an analysis on citing literature of Cold Damage Disease Literature(傷寒門) and Heat Pathogen Disease Literature(熱病門) which have developed discussions on cold damage in CPC. In addition, by comparing Peaceful Holy Benevolent Prescription(太平聖惠方, PHBP) and Complete Record of Sacred Benevolence(聖濟總錄, CRSB), known to have greatly influenced CPC and Cold Damage Literature and Heat Pathogen Disease Literature, features of form and content used by CPC were analyzed. Features of form were examined through pattern of organization and number of citing literature were examined and for features of content, cold damage infection, classification, syndrome differentiation method, and utilization of materia medica among prescriptions were examined. Discussions on cold damage as being uninfectious as stated in Treatise on the Pathogenesis and Manifestations of All Diseases(諸病源候論) unlike pestilence, epidemic pathogen(時氣), warm pathogen disease(溫病), and heat pathogen disease were excluded in PHBP. PHBP opened the possibility of cold damage infection and later writings, CRSB and CPC also follow this. As a result of analyzing citing literature of the part on cold damage in CPC, it is uncertain which edition of TCDD is being utilized; however, the most distinctive feature was that Classified Emergency Materia Medica(證類本草) and not writings specializing in cold damage are in use. In general, although CPC in terms of form is similar to CRSB, content creation predominantly depended on PHBP. More specifically; first, in terms of the existence of cold damage infection, arguments of PHBP and CRSB are maintained. Second, in terms of cold damage classification, although CRSB is followed, heat pathogen disease is classified separately developing PHBP as is. Third, in terms of method, as Book of Keep Healthy(南陽活人書) and CRSB compiled in later times are cited, it is deemed that arguments were raised to a certain extent regarding six-meridian syndrome differentiation(六經辨證). Fourth, although the majority of utilized materia medica among cold damage prescriptions utilize Materia Medica from the Countryside(鄕藥本草) in CPC and materia medica from Korean Peninsula, this is due to the desire for the compilation performance of CPC to be propagated to ordinary citizens and not the ruling class. CPC as the official medical book compiled in the early days of the Chosun period was greatly influenced by the Song(宋) Dynasty's medical books, PHBP and CRSB shows that cold damage medicine in the early Chosun Period indeed possesses the medical universality of East Asia. Furthermore, the features of published medical theory and prescriptions reveal the existence of the cold damage medical tradition of the Chosun period serving as clues for cold damage research tradition among Korea's medical history.

• 한국학교보건학회지
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• 제3권1호
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• pp.59-72
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• 1990

The study reserches the related contents of the health education in the existing gymnastics and the domestics textbook, catches learning-Ulaching contents by the health-control function and compares the contents with the health-education curriculum of the Texas State in America. This study is questioned and reserched the general features of the teachers who is change in the health education, their attitudes about the teaching of it, and the recognition degree about their health education. The results above is like the following. 1. Learning-teaching contents by the health-control function. The domestics and gymnastics which contains the health education contents, is not discripted continually and at the same time is short of the contents in the health-control function according to the students' individual domains. Also the recent serious problems, (that is, Smoking, Drinking and Medical poisoning, Emotion, and Psychic domains) were no mentioned. 1) In gymnastics textbook, the physical domains are mentioned 8, 9 in juinor, and senior class, the affective, psychic domains only senior class and the social domains only 1 grade except junior and senior class. Growth-development function is concentratedly stated only 1 grade in physical domains and there is no stated in. The social domains are referred a little in senior class. In cure-recovery functions, the physical domains is being taught in 2, and 3 grade, but not 1 grade. Specially, the social domains are being taught in all grade, but, the affective domains are not at all 2) In the subject of domestics, the physical domains of the daily life functions are taught in all the years, but the emotional, mental domains are taught a little in 1 and 2 grades. The growth-development functions are being taught about the nutrition-health, in the physical parts of all graries, and the emotional-mental, social domains are being taught some in 7 and 8 grade except 3 grade, he cure-recovery functions ere taught in only 1 grade, the contents of rehabilitative functions are not being taught like gymnastics. 2. The general characteristics of the health-education teachers and the health-education. In the calss field, the average age of gymnastics-teachers is from 35 to 40 years old, and it of domestics teachers is from 24 to 29 years old. 1) In the class-hours a week, the gymnastics teachers take lessons 3 hours (75.6%) and the domestics teachers 4 hours (65.6%). In "the health-lessons hours alloted"in a semister, 3 or 4 hours is 38.7% and no hours is 18.0% in gymnastics teachers. On the other hand, there is no hours to teach the health-education in domestics teachers. About the opinion: the health subject must be taught as a independent subject, 42.9% of the gymnastics teachers agreed and 45.3 % of the domestics teachers did. 2) The factors which have an influence upon the health-teachers #. In age, the class lesson hours of a week(r= .0014), the confident manner about the lessons(r= .0485) and the necessity of the lessons (r= .0316) are closely related one another. #. In sexes, the lesson hours a class(r= .0000), the alloted hours of health lesson a semister(r= .0000) the confident manner about the class(r= .0001). the quantity of lesson(r= .0001): and, the teacher's belief(r= .0264) are co-related one another. #. In subject in change. the class hours a week(r= .0000), the alloted hours of health-lesson a semister(r= .0000) the quantity of the lesson(r= .0114) are co-related each other. #. In majority, the class lesson hours a week(r= .0000) the alloted hours of health lesson a semister(r= .0000) the quantity of the lesson are co-related each other. The quantity of lesson and the confidence about the lesson (r= .3223) and the quantity of lesson and the interest of lesson (r= .2450) are co-related each other.