• Child Health Nursing Research
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• v.23 no.2
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• pp.207-218
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• 2017

Purpose: The purpose of this study was to investigate parents' perceptions and attitudes regarding a screening test for and subsequent management of students' emotional and behavioral problems. Methods: A descriptive research design was used, and included disproportional stratified and cluster random sampling. The sample comprised 223 parents of elementary, middle, and high school students. Data were analyzed using descriptive statistics, Chi-squared test, and ANOVA with SPSS/WIN 21.0. Results: Overall, parents responded that they knew of the goals, types, and tools of screening tests for students' emotional and behavioral problems. In total, 64.6% of parents reported having information for the screening test in advance. Only 13.5%(n=30) of students had emotional and behavioral problems in the last year. Among these students, 56.7%(n=17) were referred to mental health facilities but only 29.4%(n=5) of them received ongoing management from these facilities. Conclusion: These findings suggest that parents should receive information about the screening test for and subsequent management of students' emotional and behavioral problems. Health professionals need to build strategies to provide ongoing management for students who have emotional and behavioral problems.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.384-393
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• 2017

The purpose of this study was to find out the subjective cognition-patterns of school aged children with borderline intelligence function to the School using Q Methodology. Q-sample was included 21 statements obtained from literatures and in-depth interviews with 4 specialist & 4 children with borderline intelligence function. P-sample was consisted through the consent of 18 children with borderline intelligence function and their parents. The 21 selected Q-statements were classified into a normal distribution using a 5 point scale. The collected data analyzed using a Quanl PC program. This study found out two subjective cognition-patterns of school aged children with borderline intelligence function to the school. Two types were 'participatory & dependent type', and 'onlooking & atrophic type'. This research finding can be used to make clear understanding on diverse voices of school aged children with borderline intelligence function to the School. And this result will attribute to mediations of educational welfare practice for maintaining a safe & healthy learning environment.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.195-206
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• 2004

본 연구는 음성 인식 기술을 적용해서 시범적으로 영어 학습 제품을 제작하고 이것을 현장에 적용한 후 설문과 관찰을 통해 결과를 해석하는 Pilot Test로 계획되었다. 본 연구의 목적은 음성 인식 영어 학습 제품 사용 후, 학생들의 학습태도 변화를 확인하고, 실험에 참가한 회원, 학부모, 교사의 만족도를 조사하고, 영어 교육학 전공자를 통해서 음성인식 영어 학습 제품의 완성도를 조사 분석하는 것을 목적으로 한다. 본 연구를 통해 도출된 data 들은 음성 인식 기술의 제품 적용 가능성을 검증해 주고, 향후 사업화 추진을 위한 근거 자료나 기초 자료로서의 역할을 할 것으로 기대한다.

• Proceedings of the KSCN Conference
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• 2003.11a
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• pp.1063-1063
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• 2003

본 연구는 중학생들의 음료기호와 빈도 등에 따른 음료 섭취 실태를 조사하기 위하여 실시하였다. 전주시에 재학하고 있는 중학생으로서 남학생 303명, 여학생 276명을 조사 대상으로 설문지 조사를 실시하였다. 음료섭취의 빈도와 이에 영향을 주는 요인은 다음과 같다. 물은 하루 평균 8.55회 섭취하였으며, 우유 및 요구르트 3.01회, 스포츠 음료는 2.13회, 탄산음료는 1.93회, 과일 및 야채 쥬스는 일주일에 1회 섭취하는 것으로 나타났다. 남학생이 여학생보다 탄산음료 및 스포츠음료를 더 선호하는 것으로 나타났으나, 물과 우유 및 쥬스와 전통음료에서는 남학생과 여학생이 유의적인 차이를 보이지 않았다. 학생들은 식사시 주로 물을 마시는 것으로 나타났으며, 그 다음으로 우유를 마시는 것으로 나타났다. 운동 실태에 따른 음료의 섭취는 규칙적인 운동이나 3시간 이상 운동 시 1시간 이하 운동시보다 탄산음료 또는 스포츠음료 및 우유와 요구르트를 선호하는 것으로 나타났다. 음료를 마시는 때는 주로 운동시였고 그 다음으로 쉬는 시간에 스낵과 함께 마시는 것으로 나타났다. 본 연구의 결과 잘못된 음료섭취에 대한 학생과 학부모를 대상으로 영양교육이 필요하며 학교차원에서의 정책적인 접근이 필요하다고 사료된다.

• Korean Educational Research Journal
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• v.41 no.1
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• pp.25-57
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• 2020

The purpose of this study is to analyze the characteristics of beginning teachers in elementary school as they experience the lifecycle of teachers, to analyze and comprehend the difficulties of these teachers based on their characteristics, and to propose a resolution strategy. The study is intended to assist beginning teachers in adapting well to their work and profession as teachers in order to contribute to the growth in quality of education; it is also intended to prepare beginning teachers to utilize their time in elementary school as a period of self-improvement to become proficient teachers. The difficulties in human relations that beginning teachers experience in school can be divided into three major categories: relations with administrators and fellow teachers, relations with parents of students, and relations with students. The standardized and uniform culture of a school and the administrators and fellow workers imposing such a culture are the reason for the difficulties that beginning teachers face, and the question of what kind of fellow teachers the beginning teachers will encounter in their first school exerts a serious influence on the growth of these teachers, who have just begun their career in education. Furthermore, the lack of skills to discipline students eventually leads beginning teachers to face difficulties in controlling students in the classroom, and the process of encountering and resolving various classroom problems contributes to the growth of teachers' proficiency. Moreover, the attitude of students' parents who behave toward them as novice teachers serves as the reason for beginning teachers to lose their confidence or face difficulties in their careers, and exerts an influence on student counseling and guidance. The resolution strategy that beginning teachers apply as they encounter such problems with the entities in the educational field is as follows: imitation, listening, and accepting the thoughts and to renounce. To resolve the difficulties that beginning teachers experience, it is necessary to allocate space and time to discuss their difficulties and possible plans for resolution during the beginning teachers' training period and initiate a mentoring system in schools. Lastly, it is necessary that the offices of education continuously conduct qualitative research on beginning teachers and publish casebooks on such studies.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.47-62
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• 2008

The 'education panic' is one of the most phenomenal social issue in the current Korean society. The explanations of it until now, however, are rather superficial in a way that they only describe apparent facts and its seriousness, rendering further examination of the psychological motivation of parents who are the protagonist of education panic necessary. With 548 elementary, middle, and highschool students and their parents, the present study has investigated the impact of parents' past experience of 'han', regret, and learning effect regarding education on their parenting style as well as on their children's academic experience. The result revealed that parents' learning effect was related with more affective/autonomous parenting style and reasonable expectation for their children's educational career. On the contrary, parents' 'han' and regret indicated relationship with hostile and controlling parenting style and also with blind intention toward their children's educational career. The negative emotions also seemed to increase their children's academic stress, and lower academic self-efficacy. Such results suggest that the extraordinary education panic in Korea is more than a simple quantitative matter of intensity. The psychological basis and motivation of the people included, a much more quantitative information, should be taken into account.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.413-421
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• 2018

This study is intended to look into the effects of children's forest experience activities on parent-child relationship and child attitude change. To achieve this, a survey was empirically carried out to 185 children. The results were as follows. First, the normality of parent-child relationship before and after forest experience activities showed that the parent-child relationship increased from 3.229 points before participation in forest experience activities to 3.841 points after participation in forest experience activities on average. And the child attitude increased from 3.226 points before participation in forest experience activities to 3.765 points after participation in forest experience activities, which there was a change of mean value before and after forest experience activities in both concepts. Second, the difference in parent-child relationship and child attitude change before and after forest experience activities showed that both parent-child relationship(Z=-10.98, p<.001) and child attitude(Z=-11.05, p<.001) did have significant differences before and after forest experience activities in the significant level of .05. As for the above-mentioned findings, children's forest experience activities improves the parent-child relationship and changes their behaviors outside the kindergarten. Consequently, nature-friendly forest experience education can provide emotional stability for children and help them build a positive rapport between teacher, parent and peer.

• Journal of Korean Library and Information Science Society
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• v.53 no.1
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• pp.1-29
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• 2022

The purpose of this study is to understand the effect of people who have heard of 'reading aloud' on the formation of reading satisfaction and reading attitude, and to obtain implications for the library book reading service. To this end, a survey was conducted on 439 people of various age groups. The results are as follows. First, there was a difference in value perception and satisfaction with reading books by age group, and there was no difference in reading attitude. Second, the satisfaction of the respondents who answered that the value of reading books was efficacy and feeling loved was positive, and the satisfaction of the respondents who answered that they were comfortable was lower than this. Third, the more positive the satisfaction level was, the more positive the reading attitude was. Fourth, respondents who participate in reading groups for children were found to have a high value perception of trust relationships and more experience in reading books, and the more experience they have in reading, the more they are affected by the behavioral aspect of reading attitude. Therefore, librarians (teachers) need to support the improvement of reading attitudes by actively operating reading groups for parents while planning programs that take into account value recognition types and satisfaction by age group.

• Journal of the Korean Society of Food Science and Nutrition
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• v.29 no.6
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• pp.1162-1168
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• 2000

This study was designed to determine the seafood prcference of the 480 elcmentaty school children in Pusan. The survey was conducted from February 8 to February 22 in 2000. The correlation between nutrition knowledge and dietary attitude is highly significant. However there were no differences in nutrition knowledge and dietary attitude berween male and frmale students. Children's prefercnce is high in laver, crab, common squid, mackerel, hair tail, shrimp, but is low in oyster, warty sea squirt and salt-fermented seafood. The factors affected on the intake frequcncy of seafood and preference were dietary attitude of the children, cducation level of the mother and recommendation of the mother. Children's opinion on the intake of seafood was influenced by their nutrition knowledge and dietary attitude and the recommendation of the mother. Eating frequcncies of the seafood were not influenced by sex, family type, monthly food expenditure and dietary attitude of the mother.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.103-114
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• 2007

The purpose of this study is to satisfy students in adolescent trends of school uniforms and to provide them with useful material with matching current fashions by analyzing the attitude of students toward uniform transformation in female highschool students and investigating factors influencing on behaviors of uniform transformation. The subjects of this study are 30 students in Daegu with the basic ways of investigating such as depth interview and survey. The results are as follows; First, students agree to wearing school uniforms. As the main reason for wearing school uniforms, students put emphasis on peer pressure. It is also analyzed that the figure of students' body have some influence on the attitude of students toward wearing uniform while students' appearance have no influence on the attitude of students toward wearing uniform. Second, students showed high satisfaction in school uniforms. While students are satisfied with design and color of school uniform, they are not satisfied with practicality, economic efficiency and the quality of textile. Third, the study shows most students have experience of uniform transformation as a result of depth interview about actual condition of uniform transformation. Whereas students usually wear the jacket with its width and length shortened, they tend to lengthen skirt and unstitch pleat of skirt. Fourth, there are many reasons for uniform transformation as a result of depth interview with students. Transformation for satisfying aesthetic desire tops the list, followed by transformation for matching, transformation for peer pressure. As shown by the results above, every school needs to make various efforts to satisfy students, teachers and parents by considering and using students' opinion in order to choose the better school uniforms. In addition, the study related to school uniform transformation need to have more various investigating ways to acquire more authentic results such as expanding the subjects to not only students but also teachers and parents and in-depth comparison between subjects.