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全北地域 20∼50代 未婚 및 旣婚 女性 538名을 對象으로 營養知識과 食習慣의 關係, 營養知識을 얻는 給源 (source) 을 調査하였다. 營養知識의 認知된 程度는 81.47%, 正確度는 57.54%로 40% 이상이 왜곡된 知識을 가지고 있다. 營養知識점수는 가능한 15점 중 7.03이며, 食習慣점수는 가능한 10점 중 4.66점으로 調査對象者의 80.3%가 Fair-Poor 群에 속한다. 營養知識과 食習慣의 相關關係는 매우 낮았다. 이는 營養知識은 많아도 곧 食生活에 活用하지 못함을 뜻한다. 營養知識을 얻는 source 로는 자신이 알고 있는 知識을 바탕으,TV, Radio, 신문, 잡지가 대부분이었고, 의사, 간호원, 講習會, 料理學院, 營養士, 營養學者등의 專門人 또는 專門機關에 의한 體系的인 知識習得은 적었다. 또한 나이가 적을수록, 敎育水準이 높을수록, 營養知識이 많을수록, 食習慣이 좋을수록, 營養知識을 食生活에 活用하려는 사람이 많았다. 國民이 營養敎育을 받을 수 있는 많은 기회를 마련하여 영양교육 program 작성시 實生活에 이용할 수 있는 technigue의 개발이 필요하다. The purpose of this survey was to study nutrition knowledge, fool habit, their correlation, and sources of nutrition information. The survey was conducted at Chonbuk area from October 13 to 17 in 1986. The respondents had a high level of perceived knowledge(81.47%), that is the knowledge that each respondent believed she had, but the accuracy of knowledge was only 57.54%. The mean score of nutrition knowledge was 7.03 out of possible 15.0 points. And 80.3% of the subjects belonged Fair-Poor food habit group. With increasing level of education and monthly income, nutrition knowledge score and food habit score were getting higher. The correlation between nutrition knowledge score and food habit score was low. One's own knowledge, TV, radio, newspaper and magazines were the most important sources of nutrition information. With decreasing age and increasing level of education, nutrition knowledge score and food habit score, the respondents were to adjust their nutrition knowledge to food habit.
Purpose: The objective of this study was to describe hand function in relation with gross motor function and subtype of spastic cerebral palsy and to investigate the relationships among gross motor function, bimanual performance, unimanual capacity and upper limb functional measures in children with spastic cerebral palsy (CP). Materials and Methods: We collected upper extremity data of 140 children with spastic CP. The Gross Motor Functional Classification System (GMFCS) was used to assess gross motor function, Manual Ability Classification System (MACS) for bimanual performance, and Modified House Functional Classification (MHC) for the best capacity of each hand. Upper limb functions were evaluated by using the Upper Limb Physician’s Rating Scale and Upper Extremity Rating Scale. Results: There was a good correlation between GMFCS and MACS in children with bilateral CP, but the correlation was not strong in children with unilateral CP. No significant difference between GMFCS and MACS was found in children with bilateral CP, but children with unilateral CP scored higher on GMFCS than on MACS. A strong correlation was observed between MACS and MHC in children with bilateral CP, but not in children with unilateral CP. The upper limb functional measures in each hand were highly related with MACS and MHC in bilateral CP, but not in unilateral CP. Conclusion: Gross motor function, bimanual performance and the best capacity of each hand are closely related with each other in children with bilateral CP, but not in children with unilateral CP.
The purpose of this study was to investigate the factors influencing health promoting behavior and quality of life in the elderly, to provide the basic data for health promoting intervention in order to improve quality of life. The subjects of this study were 571 elderly person over the age of 65, living in Seoul, Korea, during the period from November, 1997 to January, 1998. The instruments for this study were the health promoting behavior scale developed by Walker et (1987), the quality of life scale by 노유자(1988), the health concept scale by Laffrey(1986), the perceived health states scale by Lawston et al. (1982), the health value scale by Wallston et al. (1978), the self esteem scale by Rogenberg(1965) and the self efficacy scale by Sherer(1982). The instruments for this study were pretested on the elderly for reliability and validity. The data were analyzed using descriptive statistics, t-test, Pearson correlation coefficients ANOVA and stepwise multiple regression. The results of this study are as follows ; 1. The health promoting behavior showed significant positive correlation with health concept, perception of health status, self esteem, internal health locus of control, self efficacy and quality of life in the elderly. 2. The quality of life showed significant positive correlation with health concept, perception of health status, self esteem, internal health locus of control, self efficacy in the elderly, 3. Stepwise multiple regression analysis revealed that the most powerful predictor of health promoting behavior was quality of life. A combination of quality of life, health concept, perceived health status, self esteem, internal health locus of control, and self efficacy accounted for 46% of the variance in health promoting behavior in the elderly. 4. Stepwise multiple regression analysis revealed that the most powerful predictor of quality of life in the elderly was self esteem. A combination of self esteem. A combination of self esteem, health concept, perceived health status. health promoting behavior and self efficacy accounted for 56% of the variance in quality of life in the elderly. From the results of the study, the following recommendations are presented as follow : 1. Development of a health promoting program to improve quality of life in the elderly. 2. In developing the health promoting program, the above major influencing factors be considered. 3. It is suggested that an education specialist in practice in the community be included in the program development.
The purpose of this study is to explore the literature on the method of setting the target value of the learning reinforcing program in the University to improve the outcome of the programs and the result of the program evaluation, and deduct the value target of the learning reinforcing program in K university. As the result, the standard and the target value of the learning enforcing program is made and based on this, the balancing value, interval value, and rating of good degree of programs is deducted, and the valuation standard of learning reinforcing program in 2021 is made. Based on this result, this study suggested the limitation and the implementation of the research such as the difficulty of setting the target value in the field, lacking of the case and preceding research, and applying in the university. And this study also proposed the further tasks such as the target value setting method that fits to the University environment and field situation through the continual process of the data collection and analysis by finding out the effectiveness and the analysis of the problem by setting the target value. 본 연구는 프로그램의 목표치 설정에 대한 이론적 연구 및 방법론에 대한 탐구를 통해 학습역량강화 프로그램의 목표치 설정 방안을 고안하고, 현재 K대학에서 운영하고 있는 학습역량강화 프로그램에 대한 목표치를 도출하는 것을 목표로 한다. 연구 결과, 학습역량강화 프로그램의 기준치 및 목표치를 도출하였고 이를 바탕으로 프로그램에 대한 조정치, 구간치, 우수 등급 구간을 고안하였으며 2021년도 학습역량강화 프로그램의 참여도, 만족도, 학습역량의 평가척도를 도출하였다. 이러한 연구 결과를 바탕으로 실제 현장에서의 목표치 설정의 어려움, 선행연구 및 사례 부족으로 인한 대학에서의 적용의 어려움 등과 같은 연구의 한계점과 시사점을 제시하였다. 또한 향후 과제로 목표치 설정을 통한 프로그램 효과와 문제점 분석을 지속적으로 운영하여 축적된 데이터 자료들을 종합・분석하는 과정을 통해 대학 환경과 실정에 맞는 목표치 설정 방법이 고안되어야 함을 제안하였다.