• Environmental Analysis Health and Toxicology
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• v.21 no.2 s.53
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• pp.185-195
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• 2006

환경오염물질로부터 수생태계 보호를 위한 표준적인 평가 및 관리 수단인 수질환경기준은 오염물질의 독성작용이 일어나는 표적기관에서의 오염물질의 농도에 대한 대체측정치로서 환경 내 오염물질의 농도를 이용해 왔다. 이러한 '외부환경농도에 기반한 접근방법'은 표적기관에서의 독성물질의 농도가 생물체내 농도에 비례하고, 결국 외부환경농도에도 비례할 것이라고 가정한다. 따라서 환경오염물질의 생물이용도나 생물축적 양상의 차이 때문에 고유 독성치를 비교 평가하는데 한계가 있다. 이와 달리 '생물체내 농도에 기반한 접근방법(이하 생체잔류량 접근법)'은 환경오염물질의 생물이용도나 종 특이적 생물축적 양상과 관련된 불확실성을 제거하고, 환경오염물질 고유의 독성을 비교 평가할 수 있게 해준다. 특히 생체잔류량 접근법을 독성동태학 및 독성역학 모델과 함께 사용하는 경우는 실제 현장에서 일어나는 복잡한 노출조건에서의 독성영향을 예측하는데 활용할 수 있다. '생체잔류량 접근법'은 독성기작별 임계잔류량(Critical Body Residue)을 결정함으로써 생물모니터링의 결과를 해석하는데 적용되고 있다. 또한 생태위해성평가를 위해서 필요한 '무영향예측농도(Predicted No-effect Concentration, PNEC)를 예측하기 위한 방법으로 생체 내 잔류량에 기반해서 농도-시간-반응관계를 기술하고, 예측할 수 있는 새로운 유형의 독성역학 및 독성동태학 모델을 제시하고, 생체내 '무영향농도(No Effect Concentration, NEC)'를 추정하게 해 준다. 특히 생체내 NEC는 '무영향관찰농도(No Observed Effect Concentration, NOEC)'와 '영향농도(Effect Concentration, EC)'처럼 분산분석이나 회귀분석모델과 같은 통계적 모델에 기반해서, 농도-반응관계만을 기술할 뿐인 기존 독성모델을 대체할 대안으로 최근에 OECD와 ISO에 의해서 추천되었다.분석을 시행한 결과 인지기능 장애정도 및 MMSEK 점수 증가에 따른 사망위험도는 어느 모형에서도 인지기능 장애정도가 사망에 미치는 위험도는 통계적으로 유의하지 않았다(표 6, 표 7). 이상 본 연구는 농촌지역 노인들에서 인지기능 장애정도가 사망에 미치는 영향을 알아보고자 하였지만, 인지기능 장애정도가 사망에 미치는 영향을 통계적으로 유의하게 고찰하지 못하였다.의한 차이를 보였다. (P<0.05, P<0.001) 5. Excelco로 부식처리된 도재가 5% HF 용액으로 부식처리된 도재보다 부식정도가 더 현저하였다.은 제언을 하고자 한다. 먼저, 학교급식에 대한 식단 작성 시 학생들이 학교에서 제공되기 원하는 식단에 대한 의견을 받고 그 의견에 대한 결과를 게시하여 학생들이 제공되기 원하는 식단을 급식 시 제공하여 학생들이 식단선택에 동참할 수 있는 기회를 주는 것이 바람직하겠다. 또한 영양사는 학급의 반대표와의 정기적인 모임을 가짐으로서 학생들의 불만사항 및 개선 요구사항에대해 서로 의견을 교환하여 설문지조사가 아닌 직접적인 대화를 하여 문제점을 파악하고자 하는 적극적인 자세가 필요하겠다. 특히 아침식사의 결식 빈도가 높았고 이는 급식성과에 부정적인 영향을 줄 뿐 아니라 학교에서 제공하는 음식의 섭취정도에도 영향을 주고 있으므로 학생들에게 학부모와 전담교사 및 학교영양사는 학생들에게 이상적인 아침식사에 대한 교육은 물론이고 아침식사를 실천할 수 있도록 다양한 방안에 대해 함께 연구해야 하겠다. 정부차원에서 학교급식에 아침식사 프로그램을 도입할 수 있는 방안을 연구하고, 아침을 결식하는 학생이 학교에서 수업시작 하기 전에 간단한 식사를 할 수 있는 정책 도입이 필요하다acid의 생성량(生成量)을 측정(測定)하였는데 periodate의 소비량(消費量)은 1.23 mole, formic acid의 생성량(生成量)은 0.78 mole이다.한 경우도 비교적 많이 먹고 있었다(24.3%). 남 여

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.104-113
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• 2016

This study was conducted to describe the relationship and influencing factors among college life adaptation, academic self-efficacy, and department satisfaction of freshman nursing students. There were 345 345 nursing freshman between November 30 and December 4 who participated in this study. The mean score of the college life adaptation, academic self-efficacy, and department satisfaction was $2.91({\pm}0.52)$, $2.79({\pm}0.60)$, and $3.55({\pm}0.47)$. The college life adaptation related with male group (p=.004), entering motivation (p=.027), friendship satisfaction (p<.001), first semester grade (p=.005), and academic self-efficacy related with male group (p=.040), entering motivation (p=.047), desired work (p=.015), friendship satisfaction (p=.014), first semester grade(p<.001), and department satisfaction related with entering motivation (p=.004), friendship satisfaction (p<.001), and first semester grade (p=.002) all showed statistical significance. There was a significant positive correlation among college life adaptation, academic self-efficacy (r=.223, p<.001), and department satisfaction (r=.342, p<.001). A significant and positive correlation was found between academic self-efficacy and department satisfaction (r=.218, p<.001). Department satisfaction was largely influenced by the college life adaptation. The regression model explained 23.1% of college life adaptation. In conclusion, this study showed that college life adaptation of freshman nursing students was correlated with academic self-efficacy and department satisfaction. Moreover, to increase the college adaptation of nursing freshman, it is necessary to develop educational programs to improve academic self-efficacy and department satisfaction.

• Journal of dental hygiene science
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• v.12 no.5
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• pp.459-468
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• 2012

This study surveyed and analyzed on the relationship between obesity and oral health in early child hood and on the oral health realities targeting 90 young children at K Child Care Center where is located in Gangwon-do Province from 10 to 11, June, 2011. As a result, DMF rate accounted for 56.7%. D rate accounted for 42.2%. The young children with the higher age, height in 100~110cm, and weight in 25 kg were indicated to be higher in DF rate than other toddlers. The young children with height in 110~115 cm were indicated to be higher in prevalence of dental caries in deciduous teeth than other young children. It was indicated that the young children in the higher age and weight leads to the higher in DFT index and DFS index. It was indicated that the young children in the more overweight leads to the higher in the index of dental caries in primary teeth, the filling deciduous teeth index, DFT index, DMFS, and DFS index. Accordingly, the child care center needs to systematically perform the oral health education and oral health management for young children, to allow Young children to acquire right food habit, and to pay close attention even to selecting snack.

• Korean journal of food and cookery science
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• v.21 no.6 s.90
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• pp.829-837
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• 2005

본 연구는 중학교 급식의 품질 개선을 위한 기초 자료를 제공하고자 학교급식을 시행하고 있는 부산지역 중학교 중에서 8개 학교를 대상으로 학교급식 서비스 품질의 급식 성과와 잔식에 대해 조사하였으며 이에 대한 결과는 다음과 같다. 1. 중학교 급식서비스의 품질 특성의 급식성과에 대한 결과, 전체 평균은 2.93점이고 공지된 식단의 정확한 배식>음식의 영양>음식의 맛>식단의 다양한 순으로 급식성과가 높은 것으로 나타났으나, 건의사항의 반영, 불만처리의 신속함, 반납장소의 청결 항목은 급식성과가 2.50점 이하로 전체 평균에 훨씬 못 미치는 것으로 나타났다. 여학생들이 남학생들에 비해, 급식경험 기간이 낮은 학생들이 급식경험 기간이 높은 학생들에 비해 급식서비스 품질특성 다섯 영역 모두에서 유의적으로(< 0.01) 높은 점수를 나타냈다. 그리고 매일 아침식사를 하는 학생들이 결식을 하는 학생들에 비해 식단의 다양함, 배식시간의 정확성, 공지된 식단의 정확한 배식에서 유의적(p <0.01)으로 높은 점수가 나타났다. 2. 학생들의 급식되는 음식에 대한 섭취정도에 대한결과에서, 여학생들이 남학생들에 비해 김치(>0.01)와 국 및 찌개(<0.05)에서 유의적으로 낮은 섭취율을 보였다. 또한 매일 아침식사를 하는 학생들이 아침식사횟수가 적은 학생들 보다 모든 식단에서 유의적으로 섭취율이 높게 나타났다. 3. 급식된 음식을 남기는 이유에 대한 결과에서, 밥의 경우에는 양이 너무 많아서, 국 및 찌개와 반찬의 경우에는 음식 맛이 없어서, 김치의 경우에는 자주 배식되어서가 주된 이유로 나타났다. 4. 학생들이 개선되기를 바라는 항목은 위생적인 음식> 식기류의 청결> 반찬 맛 순으로 높은 개선 요구도를 나타내었다 아침식사 횟수가 주 2회 이하인 학생들이 다른 학생들에 비해 #반찬수의 증가(<0.01)#,#음식양의 증가(<0.05)#,#급식종사자의 친절함(<0.05)#과 #공지된 식단의 정확한 배식(<0.05)#에 대해 유의적으로 높은 급식개선 요구도를 나타냈다. 5. 급식경험 기간과 급식성과 점수간의 상관관계에서, 급식성과는 급식경험 기간과 음(-)의 상관관계를, 아침식사횟수와는 양(+)의 상관관계를 보였으며, 서비스 품질의 특성 영역은 각 영역들에 대한 급식성과 점수가 높을수록 다른 영역의 급식성과 점수가 높은 유의적인(p <0.01) 양(+)의 상관관계를 보였다. 이상의 결과를 살펴볼 때, 균형된 영양공급이 다른 어느 시기보다 더 중요한 우리의 청소년들의 학교급식에 대한 만족도를 높이기 위해서 다음과 같은 제언을 하고자 한다. 먼저, 학교급식에 대한 식단 작성 시 학생들이 학교에서 제공되기 원하는 식단에 대한 의견을 받고 그 의견에 대한 결과를 게시하여 학생들이 제공되기 원하는 식단을 급식 시 제공하여 학생들이 식단선택에 동참할 수 있는 기회를 주는 것이 바람직하겠다. 또한 영양사는 학급의 반대표와의 정기적인 모임을 가짐으로서 학생들의 불만사항 및 개선 요구사항에대해 서로 의견을 교환하여 설문지조사가 아닌 직접적인 대화를 하여 문제점을 파악하고자 하는 적극적인 자세가 필요하겠다. 특히 아침식사의 결식 빈도가 높았고 이는 급식성과에 부정적인 영향을 줄 뿐 아니라 학교에서 제공하는 음식의 섭취정도에도 영향을 주고 있으므로 학생들에게 학부모와 전담교사 및 학교영양사는 학생들에게 이상적인 아침식사에 대한 교육은 물론이고 아침식사를 실천할 수 있도록 다양한 방안에 대해 함께 연구해야 하겠다. 정부차원에서 학교급식에 아침식사 프로그램을 도입할 수 있는 방안을 연구하고, 아침을 결식하는 학생이 학교에서 수업시작 하기 전에 간단한 식사를 할 수 있는 정책 도입이 필요하다

• Journal of Music and Human Behavior
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• v.2 no.2
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• pp.33-56
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• 2005

The purpose of this study is to measure the effect of musical activities on children's aggressiveness using percussion playing through case studies and to present the therapeutic programs. Musical activities using percussion playing were organized for three aggressive children. Twenty-one small group sessions were conducted over seven weeks with 30 minutes given each session. Fourth-grade children involved in using Aggressiveness Measuring Tool for Teachers-revised by Gwak Geum-Joo(1992) was selected for case studies. Children's impulsiveness was also tested through self-test measuring tool for impulsiveness-revision of 16 questions used by Cho Hae Yeon (2001) and Lee Joo Shik (2003). As quantitative method, comparative analysis was made between the pre and post test results using measuring tools for aggressiveness and impulsiveness of children as well as between aggressive behaviors occurring in the initial stage of the first three sessions and in the latter stage of the last three sessions. Qualitative method was used at the same time to examine the effect of percussion playing on children. After the musical activities, child A showed reduced Aggressive Measuring Tool scores from 19 to 18, with child B from 23 to 19 and child C from 21 to 18. The results show that occurrence of aggressive behaviors were lowered in the post test. Impulsiveness Measuring Tool scores in the post test were decreased as well in all three children. During the music therapy programs, it was also observed that the frequency of the target behaviors in all three children has reduced more in the latter stage than the initial stage of music therapy. The qualitative findings indicate that the children experienced releasing stress through self-expression after percussion playing. These findings indicate therapeutic effectiveness of music therapy using on percussion playing in reducing aggressiveness of children as well as the effectiveness of percussion as a therapeutic intervention for aggressive children. These results can be adapted and reapplied by teachers in primary schools to approach children with behavior problems, and can present a useful therapeutic approach to therapists practicing in clinical environments.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.41-63
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• 2021

The purpose of this study was to investigate the nutritional knowledge and eating behavior of middle school students in Gwangju area in order to provide basic data for the development of home economics curriculum that can help the students form healthy eating habits. For this purpose, a self-administered questionnaire was distributed to middle school students in Gwangju area. A total of 330 questionnaires were collected by convenience sampling and analyzed using SPSS(Statistics Package for the Social Science) Version 20.0 for Windows. Results of this study are as follows. First, school curriculum session ranked top(31.82%) on the list of sources for middle school students to acquire nutrition knowledge. Second, the mean score of nutrition knowledge of all respondents was moderately high(14.33 points out of maximum 20 points). In terms of nutrition knowledge by gender, female students had a higher level of nutrition knowledge in the 'Food' domain than their male counterparts(p<0.05). With regard to nutrition knowledge by grade, Grade 9 showed a higher score than Grade 7 and 8(p<0.001). Third, the mean score of eating behavior of all respondents was at an average level(69.75 out of 100 points). In terms of eating behavior by gender, male students showed a higher score than their female counterparts(p<0.05). In particular, male students had higher scores than female students for the following items: "I exercise regularly after school"(p<0.001); "I regularly eat meal three times per day"(p<0.01); "I don't skip breakfast"(p<0.01); and "I don't eat sweet food often"(p<0.01). In terms of eating behavior by grade, Grade 9 showed higher scores than Grades 7 and 8 for the following items: "I eat meal out of thankfulness for those who have prepared food"(p<0.01) and "I eat grains for every meal"(p<0.01). Finally, with regard to eating behavior depending on the level of nutrition knowledge, the 'Upper' and 'Middle' groups had higher scores for eating behavior than the 'Lower' group, indicating that a lower level of nutrition knowledge resulted in a lower score in eating behavior. Based on the above results, home economics teachers responsible for dietary education should have a greater sense of mission and pride and make more efforts to improve nutrition knowledge and eating behavior of middle school students.

• Journal of Music and Human Behavior
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• v.4 no.2
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• pp.18-40
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• 2007

The purpose of this study was to verify the influence of musical activities on social and emotional behavior of infants, through providing musical activities to the infants who were cared in a nursery and observing the interactions between peer group, or a therapist and an infant derived during them. The subject is 24 infants who are under 2 years of age(25~36months) at two nurseries located in Bundang area, and 13 infants among them are randomly assigned as study group and 11 infants as control group. Pretest and posttest about social and emotional behavior are performed, and ITSEA developed by Brggs-Gowan and Carter(2001) and amended by Shin Ji Yeon(2004) was used as an evaluation tool. Infants' changes of interaction behaviors during musical play were also analyzed quantitatively and qualitatively, and for the analysis, infant's social play behavior examination tool developed by Holloway and Reichhart-Erickson(1988) was adopted. Based on time sampling method, each item of this tool was evaluated. Each session was performed for 15 minutes, and 60 times of analysis about interactions per session was conducted at every 15 seconds. The analysis result was showed with a table and a graph, and described qualitatively about behavior changes. When compared social and emotional positive behavior average figures and negative behavior average figures between study group and control group, this study showed that the positive behavior figure of study group was increased and the negative behavior figure was decreased. While concentration and empathy among positive behaviors increased meaningfully, aggression, defiance, separation anxiety and rejection to new things among negative activities also decreased meaningfully. The conclusion of this study is as follows. First, interactions with peers or a therapist based on music and musical experience make an effect on strengthening positive behavior among social and emotional behavior and decreasing negative behavior. Second, music has influence on negative behaviors more than positive behaviors of an infant, and produces a good effect on sub behaviors of negative behaviors specially.

• Korean Journal of School Psychology
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• v.15 no.3
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• pp.399-431
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• 2018

The purpose of this study was to summarize the empirical literature on implementation of positive behavior support (PBS) within a multi-tiered system of supports in American and Korean schools and to compare its key features and outcomes in an attempt to suggest future directions for development of a Korean school-wide PBS model and implementation manuals as well as directions for future research. Twenty-four American articles and 11 Korean articles (total 35 articles) that reported the outcomes of implementation of PBS at a tier 1 and/or tier 2, or tier 3 level and that met established inclusion criteria were analyzed using systematic procedures. Comparisons were made in the areas of key features and outcomes of PBS in addition to general methodology (e.g., participants, design, implementation duration, dependent measures) at each tier of PBS. The results indicated that positive outcomes for student behavior and other areas were reported across tiers in all American and Korean studies. At the tier 1 level, teaching expectations and rules were the primary focus of PBS in American and Korean schools. However, Korean schools focused on modifying the school and classroom environments and teaching social skills whereas American schools focused on teacher training on standardized interventions or curricular by experts and teacher support during implementation of PBS. At the tier 2 level, more American studies reported implementation of tier 2 interventions within school-wide PBS, and Check/In Check/Out (CICO) was found to be the most commonly used tier 2 intervention. The results also indicated that in comparison to Korean schools, American schools were more likely to use systematic screening tools or procedures to identify students who need tier 2 interventions and more likely to promote parental involvement with implementing interventions. At the tier 3 level, more Korean studies reported the outcomes of individualized interventions, but more American studies reported that designing individualized intervention plans based on comprehensive functional behavior assessment results and establishment of systematic screening systems were focused when implementing individualized interventions. Furthermore, few Korean studies reported the assessment of procedural integrity, social validity, and contextual fit in implementing PBS across tiers, indicating the need for development of valid instruments that could be used in assessing these areas. Based on these results, limitations of the study and suggestions for future research are discussed.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.119-134
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• 2014

This research looks at the effects of portfolio-based lessons to help female middle school students understand and develop their self identity, and to examine the influence of various factors within the school and home environment. The participants were 256 female middle school students in Gangneung-si, Gangwon-do and the analysis was done using the SPSS/WIN 12.0 program. The 6 portfolio-based teaching lessons were made with the aim of developing each subordinate scope in every module for development of self-receptiveness, uniqueness, closeness, tendency of planning the future, and independence. Results of the pre and post-test revealed that scores of self-receptiveness and uniqueness increased. Content analysis revealed that the students pursued their talents and interests through the portfolio activities, and made specific plans for their future careers. In sum, the results demonstrate that the students became specifically and systematically concerned about their future career. The results of hierarchical regression showed that self-receptiveness developed when their parents' attitudes were not rejecting and their peer relationships were positive. Uniqueness was shown to develop as the fostering attitudes of parents were receptive. Closeness developed as fostering attitudes of parents were receptive and as their relationships with peers were positive. The students' tendency to plan the future developed as fostering attitudes of parents were receptive and as their relationships with teachers were good, and independence was shown to develop as the fostering attitudes of parents were not rejecting. Results of a two-year follow-up study appeared that self-receptiveness scores decreased as time passed, so students had highest scores in their first year and lowest scores in their third year. Scores of uniqueness, tendency of planning the future, and identity increased in the students' second year and then remained steadily afterward.