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노성만,송은규,윤택림,설종윤,신상규 대한골절학회 2001 대한골절학회지 Vol.14 No.2
Purpose: The purpose of this study was to compare the clinical results of subtrochanteric fractures which were treated with compression hip screw, intramedullary nailing and Rowe plate. Materials and Methods: From 1991 to 1999, 84 cases of subtrochanteric fractures were treated in Chonnam national university hospital. Among them, 25 cases were treated with compression hip screw, 18 cases with interlocking IM nailing and 32 cases with Rowe plate. Excluding pathologic fracture, there were 24 cases(group A), 16 cases(group B) and 30 cases(group C) of subtrochanteric fractures which were followed over 1 year. Mean follow up period was 18, 21, 24 months each. We compared the fracture pattern, operation time, operation method, additional fixation, bone union and complications among the groups. Results: We devided subtrochanteric fracture into below class II and above class III based on Seinsheimer classification. The overall clinical results were 1 case below class II, 22 above III in group A, 12 below II, 6 above II in group B, and 4 below II, 26 above III in group C. The average operation time was 153 minutes in group A, 166 in group B, and 150 in group C. Additional wiring was performed in 15 cases in group A, 1 in group B and 6 in group C. Interfragmentary screw fixation was performed only in group A(12 cases). Bone graft was performed in 6 cases in group A, 6 cases in group B and 11 cases in group C. The complications were as follows; delayed union 1 case in group A, 2 cases in group B and 6 cases in group C.; Nonunion only 1 case in group B; varus deformity 4 cases in group B and 2 cases in group C; metal failure 1 case in group B and 1 case in group C. Conclusions: In treatment of subtrochanteric fractures, compression hip screw was applied to more communited fractures than intramedullary nail, but with additional fixation safe union and excellent clinical outcomes obtained. For intramedullary nailing, great care should be taken not to produce varus malalignment. In plate fixation, we should keep in mind the possibility of metal failure and varus malalignment. Weight bearing should be delayed.
Production and Use of Feed for Sustainable Animal Production in Australia - Review -
Rowe, J.B.,Corbett, J.L. Asian Australasian Association of Animal Productio 1999 Animal Bioscience Vol.12 No.3
This paper summarizes the size and output of the major animal industries in Australia and the feed resource available to maintain production. The most important feed source is pasture but there is also extensive use of cereal grains, pulses and by-products in the intensive animal industries and in supplementing the diet of grazing animals. These resources must be used in ways that ensure sustainable production. We outline a number of Decision Support Systems such as GrazFeed, GrassGro, and AusPig which play an important role in optimizing the way in which resources are used. Waste management with respect to mineral pollution of water courses and methane production as a greenhouse gas are important issues for the animal industries and are also considered.
Rowe, Karen E.,Kim, Byong-Suh Ewha Womans University Press 1997 Asian Journal of Women's Studies(AJWS) Vol.3 No.2
When, why, and how did women in the United States and Korea become educated? Although independent studies have documented the rise of education for women in each country, no analysis has yet compared how in these seemingly dissimilar cultures education became not an oddity for women but a modern necessity. Although the revolution in women's education resulted from and gave rise to profound ideological shifts in both countries, it took its roots as well in radical political and economic changes that accompanied industrialization. In the United States women's education began in the post-Revolutionary period(1780-1835) with the growth of public town schools and private seminaries devoted primarily to inculcating domestic ideals, morality, and civic virtue. Mary Lyon's founding of the Mount Holyoke Female Seminary in 1837 marked the advent of higher education for women, which then accelerated the push for other women's colleges, co-education, and the opening of teaching as a "feminized" profession during the mid- to late-nineteenth century. Excluded from formal education under the Yi Dynasty(1392-1910), Korean women were modestly educated in feminine morality and virtue based upon Confucian doctrines that strictly limited their roles to the domestic household. When Methodist missionary Mary Scranton founded Ewha Hakdang in 1886 for one student, it became Korea's first formal educational institution for women, subsequently offering the first college-level program in 1910, providing almost the exclusive access to higher education under Japanese colonial rule until 1945, and awarding 97% of its degrees between 1948 and 1985. Although deriving from fundamentally different backgrounds, Puritanism or evangelical Protestantism in the United States and the Confucian philosophy in Korea, the early rationales for women's education involved a similar blend of religious prescriptions, democratic and domestic imperatives, and eventually arguments for socioeconomic utility. But within the overt agendas articulated by educational leaders or prescribed by the state lay hidden the seeds of what would become the twentieth-century goals for women: the right to an education, the demand for equal education for women, the pursuit of independence and personal autonomy, and the push for economic security through occupational opportunity and mobility. How the women's movement has changed the destiny and mission of women's colleges, without denying the heritage that shaped these institutions from their founding, provides a textbook example of the shifts in women's education that have occurred over nearly 200 years in the United States and 100 years in Korea. This comparative analysis, therefore, begins by examining the historical and ideological roots of women's education, then focuses specifically on the rise of Mount Holyoke and of Ewha Womans University as the first women's colleges in the United States and Korea respectively. By examining career and employment patterns of women graduates, we begin to see how education altered women's lives and occupational choices and how women's aspirations have been met or frustrated by labor force trends, entrenched economic structures, and socio-cultural mores. Although differences surely emerge, what is more striking is the similarity in patterns of development and in the spirit of the pioneering women and men who opened the doors to education for women - doors to minds that can never be closed.