• Korean Journal of Community Nutrition
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• v.9 no.2
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• pp.191-203
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• 2004

This study was performed to compare the foodservice management practices in the employee feeding operations of Jeonnam and Chungchong area. Questionnaires were developed and mailed to 160 dietitians with management in employee foodservice of Jeonnam and Chungchong area. Completed questionnaires were received from 124 dietitians with a response rate of 77.5%. The results of this study can be summarized as follows:. Age, work experience, concurrent position and work time of dietitians were significantly higher in the Chungchong area than those in the Jeonnam area. Times of meals and amount of meals served per day in the Chungchong area were significantly higher than those in the Jeonnam area. The type of menu by foodservice operation was high non-selective menu in both areas, especially non-selective menu was high in self-operated place whereas selective menu was high in contract management. Period of cycle menu was 10-15 days in Jeonnam area, but that was 7 days in Chungchong area and so cycle menu of both areas was significantly different (p ＜ 0.001). Most considerable factor in menu planning was preference in Jeonnam area and was cost in the Chungchong area. Food purchasing method was used mostly by automatic computerized order in the Jeonnam area whereas telephone or mail order was high in the Chungchong area.

• Journal of the East Asian Society of Dietary Life
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• v.13 no.5
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• pp.343-352
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• 2003

This study was conducted to investigate the actual state of use and necessity of Korean traditional Pyebaeck foods using questionnaire. The subjects of this study consisted of 621 housewives in Daegu area. The results were summarized as follows: The most often used foods of Pyebaeck refreshments included alcoholic drinks(80.0%), Bamgoim(73.8%), Daechugoim(73.4%). The refreshments were most often purchased from caterers(39.6%), and mainly used for marriages of their brothers and sisters(33.3%). The standard number of foods prepared was 7 to 10(42.2%). The most used container for Pyebaeck refreshments is bamboo basket(30.6%). 62.0% of the respondents needed Pyebaeck refreshments and the reason for refreshment preparation was mainly “because it is a Korean tradition”(82.3%) and the reason why most respondents do not think the Pyebaeck refreshments are necessary was “it's troublesome and complicated”(41.1%). The refreshments most frequently included were alcoholic drinks(63.7%) and Daechugoim(47.0%). Most of the respondents(84.9%) said that the Pyebaeck refreshments should be improved and 48.0% said the improvement method should consider the traditional tastes, flavors and arrangements fit to modem sense. Although following the traditions of Pyebaeck refreshments itself is difficult, the concept of Pyebaeck refreshments can develop into a modern concept with new meaning if we improve and adjust it in a way fit to modem lifestyles.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Archives of design research
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• v.12 no.2
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• pp.157-168
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• 1999

Stone in the Cho Sun Dynasty has been used as the material of industry arts, widely building materials and an important material for the artistic design. But it has been generally used as an use of practical living Product like, suban, a metal printing type, a fire place, a pillowcase, a pencil case, etc, and ornament with the quality of stone material and the aesthetic view. There are several problems as like size, quantity, delivery and processing method with the stne material according to its variety and selection. Accordingly it has been studied through the whole process of shape, a material selection of design and processing method as well as studying about small stone crafts which were manufactured in the Cho Sun Dynasty, considering these problems. Stone crafts in Cho Sun Dynasty has been widely used as a living tool. There was some what difference on manufacturing purpose on its technique of folk crafts of stone crafts, but, through the research of collected crafts, they were almost the same that social need, user's taste and hobby in those days were reflected in. In the result of analysis as dividing the stone crafts into daily living product, stationery and tool, the major of daily products have been manufactured with emphasis of practicability. And they have been manufactured from agalmatolite for the propose of use. further, kitchen product had no design due to the function and living products which has been used in the main living room has been carved with the decorative expression of the various form by using intaglic, relieve, inlaid technique, etc. For the stationery, it has been characterized with aesthetic point considering the decorative effects & selection of material in accordance with use. A material for manufacturing has been used in the range of agalmtolite, atopaz, a sapphire, white stone etc. As the result of this research, It was noticeable that there was the spleudidness on the expression of design and carving. It was also noticeable that black stone and guanite have been widely esed because it didn't need the delicacy as a tool.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.39 no.2
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• pp.165-170
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• 1994

High quality rapeseed cultivars including Nojeokchae, Yeongsanyuchae Halla-yuchae and Tamrayuchae have been released and recommended as a zero erucic acid variety to Cheju farmers for 13 years, where is a major rapeseed production area in korea. However, rapeseeds produced in Cheju island in 1992 and 1993 contained 47.7% and 37.0% of erucic acid respectively resulting in poor quality oil being not adequate for edible oil. It was considered that the zero erucic acid varieties did not have an opportunity to be cultivated in Cheju island by farmers living in the Island. Thus, the new rapeseed varieties without erucic acid should be bred and recommended to the farmers of southern area of Korea as a multiple cropping crop just after rice harvest, and for large scale mechanized and labour-serving rapeseed culture. The change of rapeseed breeding goal would be desirable for fatty acid composition improvement of rapeseed to develop varieties adaptable to southern part of Korea, and to produce rapeseed oil directly used as an edible oil safely.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.