Top 10 Dietary Supplements of Korean Adults from the 4th Korea National Health and Nutrition Examination Survey

The aim of this study is to assess the prevalence, types, and trends of dietary supplement (DS) use. We analyzed the Dietary Supplement Questionnaire data of Korean aged 19 years old or older from the Nutrition Survey of the 4th Korea National Health and Nutrition Survey. Each reported DS was coded based on ingredients according to the 2010 Korean Food and Drug Administration Notification. The prevalence (standard error) of current DS use was 20.6% (0.7) for men, 32.2% (0.7) for women. Those with DS use for longer than two weeks during previous one year were 27.2% (0.7), and 40.2% (0.8), for men and women respectively. Vitamin mineral supplement (221.6/103 persons) was the most frequently consumed DS in Korean adults. The trend for DS use in Korean adults is changing as well as increasing

METACOGNITIVE SKILLS IN UNIVERSITY STUDENTS WITH AND WITHOUT AUTISM SPECTRUM DISORDERS

Students with and without autism spectrum disorders (ASD) receive support and general and special education services in the classrooms of theoretical and laboratory courses at universities. The present study aimed to refer to the training of cognitive skills with students supported by Targeted, Individual Structured Integration Interventions of Special Education and Training (TISIPIf [SET]). In the hypotheses of the present, the content of the metacognitive skills in relation to assessing the degree of difficulty in understanding the course and whether it affects the individual method of study was investigated. Furthermore, the positive perceptions of peers were examined that are reflected in positive emotional thinks. They formed into experiential interactions through the individual and small group works of students with and without Autism Spectrum Disorders [ASD]. [N=100] students from the Agricultural University of Athens [AUA] participated in group workshops on memory techniques in the academic year 2021-2022. They were grouped into (N = 20 students) who were diagnosed with ASD and (N = 80) without ASD. According to the content of the pedagogical tool TISIPfSEN has examined the academic achievements, psychosocial disability and aggressive behaviours were discussed in individual Special Education sessions. The results showed no significant differences between the two groups in metacognitive skills in metaperceptual behaviours, with the exception of metacognitive skills in the individual study method they are using in the courses and their academic success scores in them. All the students improved with the individual interventions of SET. The results are discussed in light of current approaches to supporting students with ASD in universities.  Article visualizations

THE VIOLENT REALITY IN THE FIELD OF SPECIAL EDUCATION AND TRAINING [SET]: THE CASE OF DELINQUENT BEHAVIOURS

The paper discusses delinquent behaviours on the basis of violent reality after covid lockdown, in the field of special education and training [SET] using the pedagogical principles of Targeted, Individual Structured Integration Interventions of Special Education and Training (TISIPIf [SET]). The psychodynamic pedagogical approach refers to the violence of emotions that overwhelm the thought when the person experiences "intense mental pain". Violence can be the result of an amount of stimulation that the person is unable to process mentally. This violent reality is often dormant and obscured by superficial reflections of family and school cultures. Thus, in the analysis of delinquent behaviours we can repeatedly be misled by the seemingly non-dysfunctional of the person when he encounters emotional difficulties. As psychodynamic theorists claim, prenatal experiences that were never recorded intellectually serve as a model for overwhelming, incomprehensible, and irrecoverable experiences. These can be condensed into a repressed and blind unconscious. The field of special education is often called upon to deal with people who have experienced such an unprecedented emotional experience and exhibit violent delinquent behaviours. Some of the people who resort to special educational services manifest violent emotional discharges, either outwardly through physical violence, riveting perversions, obsessions and addictions, or through abusive contacts with the body and others. The field of special education through education tries to activate the perceptual mind in order for people with delinquent behaviours to become aware of an unacceptable violent emotional reality. The informal pedagogical recordings with heteroobservations illustrate the difficulty of special pedagogists to understand the violent emotions behind the child and juvenile delinquency. It is noted that special educators choose to remain "emotionally uninvolved" in front of this painful mental reality expressed in emotional difficulties and delinquent behaviours.  Article visualizations

Special Education And Training To Students With Cognitive, Emotional And Social Difficulties.

The services of special education and training (SET) are provided among other people with disabilities and to students with complex COgnitive, EMOtional  and SOcial (COEMOSO) difficulties. The purpose of this study is to highlight and understand the COEMOSO difficulties in the wide field of inherent and/or acquired situations of disability identified in the learning process and related to the rights of people with disabilities in modern school. According to Greek Law 3699/2008 on special educational needs or disability, students with COEMOSO  include those who have suffered parental abuse, neglect or are living in an environment of domestic violence and exhibiting delinquent behaviour. Our methodology builds on the bibliographical documentation from texts on legislation, the Commission on the Rights of Persons with Disabilities (CRPDs, Article 24) and the concerns raised about them and World Health Organisation (WHO) texts on Covid-19. It has also included the views of undergraduate students in the School of Humanities and Cultural Studies (SHCS) at the University of Peloponnese from 2016 to 2020. The results confirm that there is insufficient data on complex COEMOSO  difficulties in greek schools from the influence the way in which the Targeted Individual, Structured, Differentiated Teaching, Integration Intervention Program of Special Education and Training (TISDTIPSET) intervenes. Most considered that COEMOSO  difficulties are included in dyslexia, dyscalculia and dysgraphy, which is why educational care is limited to academic deficits, ignoring emotional and social problems