• Journal of dental hygiene science
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• v.10 no.5
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• pp.379-385
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• 2010

The purpose of this study was to examine the oral health knowledge and oral health practice of teachers in early childhood education institutions. The subjects in this study were 169 teachers who worked in early childhood education institutions. After a survey was conducted, the collected data were analyzed with a SPSSWIN 14.0 program. The findings of the study were as follows: 1. Concerning oral health knowledge, they got a mean of 7.97(9), 2.66(3), 2.86(5), 2.42(5) and 1.04(2) respectively in knowledge on dental caries, toothbrushing, periodontitis, fluoride and diet. Overall, they got a mean of 16.98 in 24 items, and the score corresponded to approximately 70 out of 100 points. 2. As for oral health practice, tongue cleaning(4.22) was what they did the most to take care of their oral health, and they just got 2.60 in regular dental checkup. Overall, they got about 3.11 in oral health practice. 3. Regarding relationship between general characteristics and oral health knowledge, the teachers who were in their 30s got 17.47 in overall oral health knowledge, and those with a career of five to less than 10 years got 17.50. The teachers who received college or higher education got 17.27, and the principals got 18.26. Those who had ever received education on oral health got 17.01. But the gaps between them and the others were not statistically significant. 4. As to connections between general characteristics including age and oral health practice, restricted sugar intake, regular dental checkup, the use of oral hygiene supplies, tongue cleaning and overall oral health practice were more prevailing among the older teachers, and the gaps between them and the younger teachers were statistically significant. 5. In terms of relationship between oral health knowledge and oral health practice, there was no statistically significant relationship between the two on the whole, but better oral health knowledge led to better oral health practice in each part. This study shows that various oral health education programs for the kindergarten teachers should be developed and continuous education through the programs is important to improve the knowledge of oral health and to change oral health behavior.

• Journal of Nutrition and Health
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• v.25 no.2
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• pp.179-186
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• 1992

Dietary intakes of 57 college women were measured by 7-day weight food records(7WR) Nutrient intakes of 7WR were compared with results of using 1-day weighted food records(1WR) and 2-day weighed food records(2WR), 7WR were recorded for 7 consecutive days by subjects and its first two days were chosen to provide 1WR and 2WR Mean nutrient intakes of the group were not significantly different between 1WR or 2WRand 7WR. Within-person variations were found to be greater than between-person variations. The ratio of within- and between-person variability was lowest for the vitamin A and highest for the calcium. Data on 7WR were analyzed to estimate the number of recording days needed to ensure r$\geq$0.9 between observed and turn mean intakes. The 11 to 13 days needed for energy sugar protein and vitamin A and 20 days for calcium The results indicated that the number of days needed varied substantially among individuals for the same nutrient and within individuals for different nutrients.