The purpose of this study is to understand the relationship between female college students’ stress level and premenstrual syndrome so that it can provide baseline data on how to cope with the syndrome. The study subjects are 250 female college students in Gyungbook area. This study chose 199 appropriate subjects and collected data. As per general menstrual phases, this study investigated the age when one had her first period, regularity and duration of period, and amount of bleeding. It used a measurement tool to measure stress level and premenstrual syndrome. Most of the subjects experienced their first period before the age of 13. The menstrual period was irregular with the duration of less than 7 days. 123 subjects had normal amount of bleeding. 121 subjects were experiencing high level of stress over 2.4. The correlation between the level of stress and premenstrual syndrome factors showed significant static correlation for each factor. Especially, the correlation between digestive system and response of autonomic nervous system was .996 and negative emotion and behavioral change was .635, and negative emotion and pain was .614 which were relatively high. The regression analysis of factors of premenstrual syndrome depending on the subjects’ stress level indicated that response of autonomic nervous system had the biggest effect in the low stress group while behavioral change, negative emotion, pain, decreased concentration, water congestion, response of autonomic nervous system, and skin change had the biggest effect in the high stress group with statistical significance. Based on the result, it can be said that higher premenstrual stress is closely related to the premenstrual syndrome one experiences for some female college students.

The purposes of this study were to assess dietary intake obtained by easy method and to compare dietary behavior of house wife and female college students in Yanbian. The subjects consisted of 276 house wives and 228 female college students. Mean daily energy intake of house wives was 1926.0kcal and that of female college students was 1949.0kcal. Calcium intake as NAR(Nutrient adequacy ratio) was lowest in house wife and female college student. Iron intake was also low in subjects and lower in female college student than in house wife. Meal frequency per day was regular in subjects. Skipping meal time in subjects was breakfast and snaking time was late evening generally. Frequency of eating out was rare in most subjects and 60.6% of subjects preferred chinese food in eating out, while house wives preferred Korean food than female college student in eating out. The vegetables were preferred than meat or fish and used by fried in sauces. Hot and sour tastes were more like than greasy taste in subjects. Nutrient intake levels and dietary behaviors of house wife were to be like as those of female college students in general. BMI(Body mass index) was lower in female collage students than house wives, similarly in Korean. According to these results, house wives and female college students in Yanbian had similar dietary patterns. Calcium intake was tend to be low and dietary pattern was regular, dietary qualifies of subjects were adequate. Nutrient intake and dietary pattern in Yanbian were to be like as in Korean, and the Korean-Chinese in Yanbian maintained traditional dietary pattern.

Purpose: Today, mindfulness become popular in medicine, psychology, physical education and so on. Mindfulness-based course began to be used in the educational field's formal curriculum. Many researches show that mindfulness-based class increase a lot of psychological qualities. Positive psychological capital is the state of personal positive psychological development and contributes to individual productivity. There are some studies, proving mindfulness-based interventions influenced on subfactors of positive psychological capital. This study tried to test whether mindfulness-based course could change the student's positive psychological capital. Methods: 164 participants were divided into 3 groups. Fifty-five were assigned to mindfulness based subjects as experiment group, 54 participants to yoga class, and 55 to general cultural subject as control group. During a semester, three classes were proceeded and some scales, including positive psychological capital, positive and negative emotions, and mindfulness were administered at pretest and posttest. Results: Significant differences were observed in all variables. Positive psychological capital, positive emotion, and mindfulness in mindfulness and yoga classes increased significantly and negative emotion in both classes decreased significantly, compared to control group. Conclusion: As a result, mindfulness-based class and yoga-based class could increase positive psychological capital and it is promising that mindfulness-based class can be included in curriculum.