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Analysis of Curriculum on Types of Beauty-Related High Schools (미용관련 고등학교의 유형에 따른 교육과정 실태조사)

  • Kim, Young-Kyoung;Park, Eun-Ju
    • Fashion & Textile Research Journal
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    • v.9 no.1
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    • pp.89-95
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    • 2007
  • The purposes of this study were to investigate the names and locations of beauty-related high schools, and to examine the cources and subjects of beauty-related high schools according to types of high schools. Data were obtained from 8 beauty-related high schools, which consisted of 2 schools for each beauty-related high schools types and permitted the investigation of their curriculum. The findings of this study were as follows: First, These were about 30 beauty-related high schools that were mostly industrial high schools, located in Busan and Kyungsang Province, and almost used "Beauty" or "Aesthetics" as the name of department. Second, the rates of common and professional courses of business high schools and industrial high schools were similar to those suggested from the Ministry of Education and Human Resources. But for specialized high schools and integrated high schools, the rate of these courses were not in accord with those of the Ministry of Education and Human Resources. Third, The credit hour of special study in beauty-related high schools largest in hair care, followed by skin care and makeup courses. But nail and foot care were established only 2-3 beauty-related high schools. Fourth, The number of subjects of special study were largest in specialty high school. Industrial high schools offered the least number of subjects of special study. Fifth, as a result of making a comparative analysis of their subjects of special study, eight high schools offered hair care, skin care, public health and makeup courses, which had the same or similar titles. The independence titles were established nail care and foot care. The others titles were established actual training, food and nutrition, digital image processing, accounts theory, coordinatin.

Analysis on the Effectiveness of Innovation Schools in Jeonnam Region -Comparison Analysis of Innovation Schools with General Schools- (전남 혁신학교의 효과성 분석 -혁신학교와 일반학교간의 비교 분석-)

  • Kim, Yong-Ki
    • The Journal of the Korea Contents Association
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    • v.17 no.4
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    • pp.561-568
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    • 2017
  • The purpose of this study was to analyze effectiveness of Jeonnam Innovation School based on comparison of 'democratic school management,' 'curriculum,' 'learning community,' and 'satisfaction with education,' between general schools and innovation schools. For the study, a survey was conducted among 24 innovation schools and 24 general schools, with 912 students of the innovation schools, 913 students of the general schools, 99 teachers of the innovation schools, 99 teachers of the general schools, 101 parents of the innovation schools, and 103 parents of the general schools as respondents. In the result, innovation schools showed higher effectiveness than general schools, especially in the middle schools in comparison to the elementary schools. The difference in effectiveness between innovation schools and general schools was greatest in 'democratic changes of the school' and 'satisfaction with education' according to the responses from the teachers, students, and parents.

Analysis of the School Foodservice Facilities & Sanitary Education (Seoul, Gyeonggi, Kangwon and Choongchung Areas in Korea) (학교급식 시설 현황 및 위생교육 실태 분석 - 서울, 경기, 강원, 충청지역을 중심으로 -)

  • Kim, Gyoung-Mi;Lee, Sim-Yeol
    • Korean Journal of Community Nutrition
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    • v.14 no.5
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    • pp.576-589
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    • 2009
  • The purpose of this study was to analyze the status of school foodservice facilities, utilities and equipment & sanitary education in provinces, This study was carried out from September 2008 until December 2008 and is targeted towards schools' dietitians that work at schools with school foodservice. 1,623 schools participated in this research and Kangwondo, Choongchungdo including the metropolitan area with frequent occurrence of food bone disease were the targets of this research. The regional distribution of this research is as follows; 377 schools in Seoul, 648 schools in Gyeonggido, 160 schools in Kangwondo, 438 schools in Choongchungdo equaling 1,623 schools in total. And out of the total 1,623 schools, 815 (50.2%) were elementary schools and 808 (48.8%) were middle and high schools (p < 0.001). Most of the elementary schools, excluding 4 schools, were self-operated. In the case with middle and high schools, 81.5% (513 schools) were self-operated and 18.4% (295 schools) were contracted. When dealing with the sanitation management of school foodservice in Kangwondo and Seoul, elementary schools were less equipped with equipment and facilities than middle and high schools which proved that they were in need of improvements (p < 0.01). Schools with self-operated foodservice, in particular, were in need of preparation zone improvements. 52.3%~88.0% of stainless equipment such as utensils, spoons/chopsticks, subsidiary food tray, and food trays were sterilized by dryers. Work tables, vegetable slicers, and mincers were chemically sterilized and plastic materials were sterilized by ultraviolet rays. Data from newspapers, Internet and TV are collected beforehand and then an annual hygiene educations plan for employees are put together. Hygiene education for employees are carried out monthly through oral method.

A Comparative Study on the Utilization Policy for Closed Schools in Korea and Japan (한국과 일본의 농촌지역 폐교활용 정책 비교)

  • Kim, Hong-Kee
    • Journal of the Korean Institute of Rural Architecture
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    • v.19 no.3
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    • pp.1-8
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    • 2017
  • Recently, the number of closed rural schools is increasing due to the decrease in school age population. This study aims to comparative analysis of utilization policies for closed schools in Korea and Japan. The results are as follows. First, Both Korea and Japan was expected to increase the number of closed schools since the standard of abolition of small schools has been strengthened. Second, In Korea, it was possible to know the detailed information of closed schools through 'Eduinfo' website, but it was hard to know the detailed information of utilization cases of closed schools. On the other hand, Japan not only provided information about the unused school facilities but also introduced the utilization cases of closed schools and financial support system for utilization of closed school. It was characterized by linking with the information of unused schools and company, NPO, elderly welfare facility, etc. Third, In korea Superintendent established plans to use closed schools to respond flexibly to local circumstances. Japan simplified the procedures for closed schools to promote the utilization of closed schools. Finally, In Japan, there was various financial support system. But in Korea, it supported the cost of subsidy reduction, free loan, maintenance and management and operation.

A study on ways to utilize inactive facilities in elementary and middle schools - Focusing on abolition schools with consideration of the characteristics of school districts - (초·중등학교 유휴시설 활용방안 연구 - 지역 특성을 고려한 폐교 활용을 중심으로 -)

  • Lee, Jae-Rim
    • The Journal of Sustainable Design and Educational Environment Research
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    • v.11 no.3
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    • pp.1-12
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    • 2012
  • This study identifies the ways of utilizing abolition schools and the problems possibly caused by amalgamating small schools in agricultural, mountain and fishing villages. This study aims to find ways to collaborate with the communities based on the characteristics of the districts where schools might be abolished, which can contribute to the development of the society. Following results are integrated by the theoretical framework, social and educational necessities, and analysis of the current situation about the utilization of abolition schools. First, alternative schools, characterized schools, specialized high school can be established as the result of abolition schools that are caused by lack of people in the city. Second, since it is easy for people to access to the agricultural, mountain, and fishing villages near cities, abolition schools in these areas can be used as experience facilities or training places for students and teachers. Third, in case of the abolition candidate schools in the agricultural, mountain, and fishing villages in the districts, students and village people can use the schools for education and social purposes. Fourth, when abolition schools are independently located from the agricultural, mountain, and fishing villages, they can be used as self-service places or local peoples' places for business.

A Basic Study on the Number of Elementary School Students and Classroom in Korea for Making Policy in Optimal School Scale I - Centered on 17 Cities and Counties in Gyeongsangnam-do - (적정규모 학교 정책수립을 위한 우리나라 초등학교 학생수와 학급수에 관한 기초 연구 I - 경상남도 17개 시군을 중심으로 -)

  • Yoon, Yong-Gi
    • The Journal of Sustainable Design and Educational Environment Research
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    • v.17 no.3
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    • pp.54-64
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    • 2018
  • The results of the survey conducted mainly in the Gyeongsangnam-do province are as follows : First, 31.6% (65 schools) of the total elementary schools in the eight Cities Dong Districts of Kyungsangnam-Do Province are larger than the appropriate schools. 51.9% (107 schools) are the most suitable schools. The number of small schools with less than 300 students was 35 (17.0%). Of the 138 elementary schools in City Up-Myun districts, 11.6% (16 schools) account for big schools larger than the appropriate size. The number of schools with adequate size is 18.1% (25 schools), while 97 schools with 70.3% of small schools occupy the majority. Of these, 10.1% (14 schools) account for less than 150 small schools. Second, three large schools (2.2%) are larger than the appropriate schools among the 137 elementary schools in the nine districts of Gyeongsangnam - do, and 17 schools (12.4%) are suitable for small schools. Less than 300 small schools 117 schools (85.4%), of which 111 small schools (81.0%) accounted for the majority. Third, as a result of the analysis by the subdivision into the provinces, municipalities, and counties, small - scale schools accounted for the majority of municipalities and counties. Therefore, considering the local environment, it is necessary to establish appropriate school proper size policy differentiated from municipal school.

Clusters of Health-Promoting Schools in Middle and High Schools Based on the WHO Guidelines (WHO 건강증진학교 개념에 근거한 전국 중.고등학교의 건강증진학교 운영유형)

  • Ko, Young;Lee, In-Sook
    • Journal of Korean Academy of Community Health Nursing
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    • v.24 no.3
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    • pp.282-291
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    • 2013
  • Purpose: The purpose of this study was to identify the Clusters of health promoting schools in middle and high schools for the Korean Youth Risk Behaviors Web-based Survey. Methods: The tool of health promoting school was developed based on a framework for action for health promoting schools in World Health Organization and Schools Health Index for middle and high schools in the United States by 2 professionals and 2 health teachers and revised as a result of the preliminary study. Data were collected with a questionnaire from teachers who attended the conference run by Korean Centers for Communicable Disease Control and Prevention in 2009. The data of 363 schools were analyzed using descriptive analysis, t-test, and ANOVA. Results: As a result of comparing the scores of health promoting schools, three Clusters were identified. The Clusters differed significantly in presence of health teacher, location, and type of schools (p<.05). Conclusion: These results are a good reference in developing tailored strategies for health promoting schools, which will help improve health-promoting schools.

서울시 고교에서의 특수재능교육

  • 조석희
    • Journal of Gifted/Talented Education
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    • v.7 no.2
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    • pp.47-67
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    • 1997
  • Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.

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A Study on the Floor Plan Characteristics of Component Schools in Small Schools Complexes -by Analyzing Spatial Structures of School Facilities in Foreign Countries- (집합형 소규모 학교의 단위학교 평면구성 특성에 관한 연구 -외국학교 사례의 공간구성 분석을 통하여-)

  • Kweon, Ji-Hoon
    • Journal of the Korean Institute of Educational Facilities
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    • v.14 no.4
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    • pp.86-95
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    • 2007
  • This study clarifies the theoretical background and the floor plan characteristics of component schools in Small Schools Complexes. The recent researches have proved the enhancement of students' social relationship and school security in the new school environment. The findings fur the characteristics by analyzing the component schools from six school complexes follow: (1) Students can access their classrooms in component schools through main entrances, shared corridors and private corridors. (2) Teachers' area is segregated from students' area, which does not encourage the social relationship between teachers and students. (3) Some of special classrooms, which are generally considered as shared facilities in a Small Schools Complex, are planned within component schools for accommodating specialized educational programs. (4) A component school occupying multiple floors reduces Intelligibility of space and chances of users' visual contact to colleagues. Finally, this study proposed the alternative floor planning directions in order to improve users' social relationship in a component school.

A Comparison on General Education Curriculum of 4-year and 3-year Nursing Schools in Korea (국내 간호대학과 간호전문대학의 교양교육과정 비교분석 연구)

  • Kim, Sook-Young;Joung, Sun-Ei;Hwang, Chung-Il
    • Journal of Korean Academy of Nursing
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    • v.41 no.1
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    • pp.101-109
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    • 2011
  • Purpose: This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Methods: Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. Results: 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. Conclusion: The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.