• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.1-22
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• 2006

The purpose of this study is that I should look for a desirous directions about home economics by studying the requirements and perception of the high school parents who have finished the course of home economics. It was about 600 parents whom I have searched Seoul-Pusan, Ganwon. Ghynggi province, Choongcheong-Gyungsang province, Cheonla and Jeju province of 600, I chose only 560 as apparently suitable research. The questions include 61 requirements about home economics and one which we never fail to keep among the contents, whenever possible and one about the perception of home economics aims 11 about the perception of home economics courses and management. The collections were analyzed frequency, percent, mean. standard deviation t-test by using SAS program. The followings is the summary result of studying of it. 1. All the boys and girls learning together about the Idea of healthy lives and desirous human formulation and knowledge together are higher. 2. Among the teaching purposes of home economics, the item of the scientific principle and knowledge for improvements of home life shows 15.7% below average value. 3. The recognition degree about the quality of home economics is highly related with the real life, and about the system. we recognize lacking in periods and contents of home economics field and about guiding content, accomplishment and application qualities are higher regardless of sex. 4. The important term which we should emphasize in the subject of home economics is family part. 5. Among the needs of home economic requirement in freshman, in the middle unit, their growth and development are higher than anything else, representing 4.11, and by contrast the basic principle and actuality is 3.70, which is lowest among them. 6. In the case of second grade requirement of home economics content for parents in the middle unit young man and consuming life is 4.09 highest. 7. In the case of 3rd grade requirement of economics contents in the middle unit the choice of coming direction and job ethics is highest 4.16, and preparing meals and evaluation is lowest 3.50.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• The Korean Journal of Ecology
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• v.25 no.3 s.107
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• pp.189-195
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• 2002

In order to elucidate the budget and cycling of Nitrogen and Sulfur, essential elements and principal constituents of acid rain, their input through precipitation, and their output by streamflow were quantified in coniferous and deciduous forested watersheds, using combination of nutrient concentration and hydrological analysis, in Kwangnung Experimental Forest from July 1991 to December 1993. Amount of annual mean precipitation was $12,916\;ton{\cdot}ha^{-1}{\cdot}yr^{-1}$, annual mean runoff $5,094\;ton{\cdot}ha^{-1}{\cdot}yr^{-1}$(39%), $7,467\;ton{\cdot}ha^{-1}{\cdot}yr^{-1}$(59%) in coniferous and deciduous forest watersheds, respectively. Amounts of annual input of $N({NO_3}^-+{NH_4}^+)$ and ${SO_4}^{2-}$ through preciptation were 12.5, $81.72\;kg{\cdot}ha^{-1}{\cdot}yr^{-1}$, repectively. Annual output via runoff of $N({NO_3}^-+{NH_4}^+)$ and ${SO_4}^{2-}$ were 0.06, $39.23\;ton{\cdot}ha^{-1}{\cdot}yr^{-1}$ in the coniferous forest watershed ecosystem, and 0.15, $55.46\;ton{\cdot}ha^{-1}{\cdot}yr^{-1}$ in the deciduous one, respectively. On the basis of annual nutrient input and output, the annual budget of $N({NO_3}^-+{NH_4}^+)$ and ${SO_4}^{2-}$ were +12.46, $+42.49\;ton{\cdot}ha^{-1}{\cdot}yr^{-1}$ in the coniferous forest watershed, and +11.35, $+26.26\;ton{\cdot}ha^{-1}{\cdot}yr^{-1}$ in the deciduous one. Thus $N({NO_3}^-+{NH_4}^+)$ and ${SO_4}^{2-}$ were accumulated in both forested watershed ecosystems.

• Asian Journal of Turfgrass Science
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• v.20 no.1
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• pp.33-40
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• 2006

Many soil amendments have been used nowadays to improve physical and chmical condition of turf soil, which might ultimately optimize turfgrass growth in golf courses. This study was carried out to Investigate the effects of new organic soil amendment containing pig excreta 50% and sawdust 50% on growth of zoysiagrass (Zoysia japonica L.) and kentucky bluegrass (Poa pratensis L.) in greenhouse. Three applicable treatments with soil mixtures of 10, 20, and 30% (v/v) animal organic soil amendment (AOSA) with sand, were tested for chemical property, physical property, visual quality and root length of zoysiagrass and Kentucky bluegrass. As results, application of $10{\sim}30%$ AOSA mixtures were proper to grow turfgrass in soil nutrition. Especially, the treatment with 20% AOSA mixtures showed 0.7% in organic matter, which meets to green standard of USGA. Also, 30% AOSA mixtures was 1.1% in organic matter, which might be desirable for zoysiagrass-planted golf courses in Korea. It was turned out that addition of AOSA decreased the hydraulic conductivity in soil physical property Because the sand possess high hydraulic conductivity, it is recommended to combine $10{\sim}30%$ AOSA with sand in order to sustain soil balance. The treatment with $10{\sim}30%$ AOSA noticeably increased visual quality of both zoysiagras and Kentucky bluegrass during 90 days. However, treatments with either 20% or 30% AOSA were effective to develop root length of zoysiagrass but treatments with 20% AOSA were more effective than that of 30% AOSA mixtures to promote root length of Kentucky bluegrass at 60 days. In conclusion, considering all vital factors such as visible quality, root growth, organic matter content, and economical efficiency, was taken, it is recommended that a $20{\sim}30%$ mixture of AOSA with sand is good for the growth of zoysiagrass and 20% mixture for Kentucky bluegrass.

• Korean Journal of Organic Agriculture
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• v.25 no.2
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• pp.329-344
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• 2017

This study was carried out to investigate the hot pepper yield, chemical properties of soil and distribution of animalcule with split irrigation and input of organic matter under no-tillage hot pepper green house condition. After experiment, soil pH maintained range of 5.6~6.2 in whole treatments. Organic matter content of soil was range of $32{\sim}42g{\cdot}kg^{-1}$. Soil salinity (EC) content of soil was range of $1.0{\sim}2.7dS{\cdot}m^{-1}$. Exchangeable cations in soil were range of $0.08{\sim}0.24cmol^+{\cdot}kg^{-1}$ in K, $9.5{\sim}12.8cmol^+{\cdot}kg^{-1}$ in Ca, and $2.7{\sim}3.2cmol^+{\cdot}kg^{-1}$ in Mg. Avaliable phosphorus ($P_2O_4$) content in soil was range of $1,011{\sim}1,137mg{\cdot}kg^{-1}$. Yield of pepper was more decreased in treatment of soybean cake fertilizer than no-treatment of soybean cake fertilizer. Yield of pepper in treatment of soybean cake fertilizer was increased at 33% of standard fertilizer application. Yield of pepper in no-treatment of soybean cake fertilizer was increased at 33% and 66% of standard fertilizer application. Number of fruits was increased range of 12.5~34.9% at half division irrigation compared with whole quantity irrigation. Yield of pepper was increased range of 13.5~34.4% at half division irrigation compared with whole quantity irrigation. Nine index of nature status and 271 Individual were captured in treatment of soybean cake fertilizer. Five index of nature status and 54 Individual were captured in treatment of soybean cake fertilizer. Nature status for environmental change as index organism was 11 points and 5 points, at treatment of soybean cake fertilizer and no-treatment of soybean cake fertilizer, respectively.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.127-141
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• 2006

The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.

• Journal of Nutrition and Health
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• v.50 no.2
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• pp.192-200
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• 2017

Purpose: The purposes of this study were to analyze visitors' food needs and identify the Push-Pull factor in Jeonju Hanok Village. Methods: A questionnaire was developed based on previous research to survey Korean adults who visited Jeonju city. A total of 580 questionnaires were used for the analysis. Results: Most of the subjects who visited Jeonju Hanok Village had food purchase experiences in Jeonju Hanok Village (96.4%). 'Traditional Korean food (26.5%)' was the most purchased food, followed by 'foreign food (25.8%)' and 'Korean food combined with foreign food (16.8%)'. Satisfaction of food purchases (3.35 points) was higher than average. The primary reason for satisfaction was 'the food is delicious (23.0%)', and the reason for dissatisfaction was 'the food is expensive (48.1%)'. In the push and pull factor analysis for identifying visit motivation, 'local food seeking', 'experience seeking', 'relaxation seeking', and 'friendship seeking' were push factors while 'traditional culture', 'facility convenience', 'experience activity', and 'food experience' were pull factors. There was a significant correlation between the push and pull factors. Regression analysis showed that all push factors influenced satisfaction. However, among pull factors, only 'food experience' and 'traditional culture' influenced satisfaction. Conclusion: In conclusion, this study indicates that food-related factors are destination characteristics (Pull factor) influencing intrinsic visit motivation (Push factor) and satisfaction. It is necessary to develop various food tourism products to satisfy visitors' needs and continuous visits in Jeonju Hanok Village. This study suggests the importance of research on food factors and provides useful basic data to establish positioning strategies for food cultural development in Jeonju Hanok Village.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.4
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• pp.36-48
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• 2018

This study surveyed 599 elementary schools in Seoul to provide measures for the quantitative expansion and sustainable operation of environmentally-friendly school garden. Of all schools, 161 schools had formed and were operating school gardens. The total area of school gardens was $166,901m^2$ and the mean area was $131.2m^2$ in elementary, junior high and high schools in Seoul. Meanwhile, the total area of school gardens was $65,493m^2$ and the mean area was $363m^2$ in 161 schools that participated in the survey, indicating $1.15m^2$ per student. Of these schools, 11.8% were operating gardens themselves, while 50.3% were operating gardens that had been newly renovated or environmentally improved by institutional support projects after initially managing gardens themselves. According to the locations of school gardens, mixed-type gardening (a combination of school gardening and container vegetable gardening) accounted for 34.8%, followed by school gardening at 32.9%, container vegetable gardening at 29.2%, and suburb community gardening at 3.1%. Those in charge of garden operations were teachers at 51.6%, comprising the largest percentage. Facilities built when forming the garden included storage facilities for small-scale greenhouses and farming equipment at 26.1%, accounting for the largest percentage. No additional facilities constructed accounted for 21.7%. The greatest difficulty in operating gardens was garden management at 34.2%. The most needed elements for the sustainable operation of gardens were improvement in physical environment and the need for hiring a paid garden, each accounting for 32%. The most important purpose for school gardening was creating educational environments (81.6%). The major source for gaining information on garden management was consultation from acquaintances (67.8%). Schools that utilize plant waste from gardens as natural fertilizers accounted for 45.8% of all schools. Responses to the impact of operating school gardens for educational purpose were positive in all schools as 'very effective' in 63.2% and 'effective' in 36.8%. This study was meaningful in that it intended to identify the current status of the operation of school gardens in elementary schools in Seoul, support the formation of school gardens appropriate for each school with sustainable operation measures, implement a high-quality education program, develop teaching materials, expand job training opportunities for teachers in charge, devise measures to support specialized instructors, and propose the need for a garden management organization.

• Korean Journal of Organic Agriculture
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• v.25 no.1
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• pp.71-84
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• 2017

Hot pepper growth in no-tillage cultivation on recycled ridge was increased by 22% compared with tillage cultivation. At 3 years after no-tillage cultivation, hot pepper growth was increased by 12% compared with tillage cultivation. Dry weight of unripe hot pepper at 2 years of no-tillage cultivation was 348.4 kg/10a increasing 16% compared with tillage cultivation while dry weight of unripe hot pepper was decreased at 3 years of no-tillage cultivation. Bacteria flora at 2 years of no-tillage cultivation was significantly increased compared with tillage cultivation. Bacteria flora was not significantly different at 3 years of no-tillage cultivation. Actinomyces flora at 2 years of no-tillage cultivation was significantly increased compared with tillage cultivation. Actinomyces flora was decreased at 3 years of no-tillage cultivation. Fungi flora at 2 and 3 years of no-tillage cultivation was increased by 1.3 and 1.7 times respectively, compared with tillage cultivation. Generation amount of carbon dioxide at no-tillage cultivation soil was remarkably decreased by 41% compared with tillage cultivation. Population of animalcule in early stage of hot pepper soil was 2 species and 6 individuals on Collembola and Acari at tillage cultivation. Population of animalcule in hot pepper soil was 5 species and 11 individuals including Chilopode at one year of no-tillage cultivation. Population of animalcule in hot pepper soil was 3 species and 5 individuals including Coleoptera and Chilopode at 2 years of no-tillage cultivation. Population of animalcule was 4 species and 40 individuals including Hypogastrurigae and 8 species and 97 individuals including Earwig (Labidura japornica) at 46 days after transplanting on tillage cultivation. Population of animalcule was 9~10 species and 101~107 individuals on no-tillage cultivation. Nature status for environmental change as index organism was 19 points and 33 points, at tillage and no-tillage cultivation, respectively. These results indicate that no-tillage agriculture of korean-style on recycled ridge plays a very important roles on pepper growth, biodiversity of animalcule, and greenhouse gases at plastic film greenhouse soil in no-tillage systems.

• Journal of vocational education research
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• v.35 no.4
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• pp.19-46
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• 2016

The purpose of this study is to analyze the curriculum implementation of the Nursing-Specialized Vocational High School by researching on operation, organization and environment of the program of Nursing. This study aims to improve the curriculum of the Nursing-Specialized Vocational High School. This study has analyzed previous existing studies, Link of School info, Educational Statistics and data indicating establishment, operation and curriculum of the department of Nursing which have been collected from web sites of institutions and associations relevant to Nurse Education. The major results of this study are as follows: 1) As of the first semester of the year 2016, out of a total of thirty eight Specialized Vocational High Schools and Meister High Schools in the country, 6.4% of the schools have nursing educational programs. These schools have established the programs under various names, such as Health Nursing, Dental Health Nursing, Nursing, Nursing and Medical Tourism, Accounting in Nursing and Nursing Management, etc. Since 2012, enrollment rates have increased while post-graduation employment rates have decreased, with the average employment rate of Specialized Vocational High School graduates having reached up to 46% by 2015. 2) The Nursing-Specialized Vocational High School aims to create skilled Nurses Assistant such as Nurse Aide and Care giver. The program is successful in providing necessary courses to acquire required certification and proficient field experience but requires revisional changes in order to create a long-term program of sufficient qualification. The official requirement of 780 hours of field practice was completed during the three educational breaks from the first year of high school to the second year, while the curriculum was conducted separately in the field hospitals. 3) An average of two laboratory classrooms were available based on the facility requirement standard of Cities and Provinces Educational Policies. In order to secure proficient instructors of Nursing education, establishment of specific indicated subjects, regional placement, in-service education, research and supervision are essential for establishing excellence and continual improvement.