• Journal of the Korean Society of Food Science and Nutrition
• /
• v.39 no.5
• /
• pp.699-708
• /
• 2010

This study looked into the obesity status, recognition of obesity, attitude towards obesity, eating and exercise habits, and lifestyles of Korean (n=101) and Japanese (n=123) female college students. All students were 21-years-of age, with an average height of 161 cm and the average weight of 54 kg. Korean female students responded that obesity complicated friendships, and hindered study and exercise. Japanese students did not express these opinions. Both Korean and Japanese students tended to over-consume their favorite food. Korean students ate breakfast about 24.8% everyday, while 48% of Japanese students did; both regularly ate dinner. Snack preference was mainly biscuits. The factor most influencing eating habits were TV advertisement for Korean students (57.4%) and parents for Japanese students (47.2%). Once-weekly exercise was done regularly by 34.7% of Korean students but only 20.3% of Japanese students. The main reason for Korean students to exercise was weight reduction (53.5%), while 78.2% did not exercise because it was tiring. Korean and Japanese students had similar life styles, although stress relief in Korean students was sought through conversations with friends and by reading books or listening to music for Japanese students.

• Journal of the Daesoon Academy of Sciences
• /
• v.18
• /
• pp.149-164
• /
• 2004

Various social surveys conducted by mass media and government agencies in recent years in Japan suggest that the percentage of those who believe in religion are between twenty and thirty percent. However, more than seventy percent of Japanese visit Shinto shrines or Buddhist temples during the New year period. Although there are varying interpretations on whether Japanese people are religious or not, detailed research shows the existence of certain religious tendencies among Japanese. I base my estimates on research surveys of college students covering a period of almost ten years. It is helpful for understanding the religiosity of the Japanese to differentiate between "clear-cut religion" and "peripheral religious phenomena." The exact boundary between these two categories, however, is difficult to clearly demarcate. "Clear-cut religion" refers here phenomena which are directly related to established religious organizations such as shrine Shinto, Buddhist sects, or Christianity. "Peripheral religious phenomena" covers such phenomena as fortune telling, mystical phenomena, religious customs and similar matters. It is often said that the younger generations are less concerned with religion. Our seven surveys questioning several thousand college students, conducted between 1995 and 2001, show that only between six and seven percent of the students state that they believe in religion. Additionally, the extent of negative attitudes toward religion quite remarkable. On the other hand, students who take part in conventional ritual such as a New year's visit to a shrine or temple and visiting the graves of ancestors amount to about fifty percentage. In spite of the prevailing negative attitude toward religious groups, these students have apparently kept a certain level of interest in religious customs. Moreover, they show a relatively strong interest in fortune telling, mystical phenomena, or supernatural phenomena. The exact degree of a positive attitude toward peripheral religious phenomena differs according to the level of being informed on these matters. As a whole, they largely rely on information gained from their families and local communities. Therefore, we can conclude that there is a degree of transmission of religious culture among younger generations.

• Journal of The Korean Association For Science Education
• /
• v.14 no.3
• /
• pp.312-320
• /
• 1994

The purpose of this study is to analyze the relationship of logical thinking skills and integrated process skills, and to investigate the differences in general tendency of subskills by grade level and gender between Korean middle school students and Japanese one. The performance level of skills was measured using GALT and TIPS II. The results are compared with those of Japan (Mattheis et al., 1992). Summary of the results are as follow. 1. Percentages of formal and transitional stage of males are more than females in developmental level. It has been found out that the males attained significantly higher scores of logical thinking skills than the females in middle school stage. The significant differences in scores by gender show a good correlation with those for Japanese middle school students. Developmental level of Korean middle school students shows a remarkable improvement as they move up from 8th grade to 9 one. The significant differences in developmental level by grade also show a good correlation with those for Japanese middle school students. Total scores of GALT for Japanese middle school students are higher than Korean one, but it has been found nearly same scores for 9th grade in both countries. Scores of subskills of logical thinking skills, except correlational reasoning, for Korean students show lower than those for Japanese students. It could be noted that the combinatorial reasoning is considered to be easiest and the correlational reasoning to be most difficult in both countries. 2. It also has been found out similar pattern for integrated process skills in both countries because the males and females did not examplify significant differences, although males gain somewhat higher scores than females in Korea. Scores of subskills of integrated process skills for Japanese middle school students show higher them Korean one. It could be noted that the identifying variables is considered to be easiest and stating hypothesis to be most difficult in both countries. 3. There was a significant relationship (r= .65) between logical thinking skills and integrated process skills, and there were statistically significant differences of the integrated process skills for developmental level. In integrated process skills, the students who belong to the higher grade levels acquired better score than who belong to the lower grade level. It has been also found remarkable improvement between 8th and 9th grade, and there are significant differences for grade level in both countries.

• Research in Mathematical Education
• /
• v.10 no.3 s.27
• /
• pp.151-167
• /
• 2006

The open approach to teaching school mathematics in the United States is an outcome of the collaboration of Japanese and U. S. researchers. We examine the approach by illustrating its three aspects: 1) Open process (there is more than one way to arrive at the solution to a problem; 2) Open-ended problems (a problem can have several of many correct answers), and 3) What the Japanese call 'from problem to problem' or problem formulation (students draw on their own thinking to formulate new problems). Using our understanding of the Japanese open approach to teaching mathematics, we adapt selected methods to teach mathematics more effectively in the United States. Much of this approach is new to U. S. mathematics teachers, in that it has teachers working together in groups on lesson plans, and through a series of discussions and revisions, results in a greatly improved, effective plan. It also has teachers actively observing individual students or groups of students as they work on a problem, and then later comparing and discussing the students' work.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2006.10a
• /
• pp.45-62
• /
• 2006

The open approach to teaching school mathematics in the United States is an outcome of the collaboration of Japanese and U.S. researchers. We examine the approach by illustrating its three aspects: open process (there is more than one way to arrive at the solution to a problem; 2) open-ended problems (a problem can have several of many correct answers), and 3) what the Japanese call 'from problem to problem' or problem formulation (students draw on their own thinking to formulate new problems). Using our understanding of the Japanese open approach to teaching mathematics, we adapt selected methods to teach mathematics more effectively in the United States. Much of this approach is new to U.S. mathematics teachers, in that it has teachers working together in groups on lesson plans, and through a series of discussions and revisions, results in a greatly improved, effective plan. It also has teachers actively observing individual students or groups of students as they work on a problem, and then later comparing and discussing the students' work.

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.366-370
• /
• 2000

Thie aim of this paper is to assess the Japanese students' listening ability to distinguish English sounds by using the modified version of the English Auditory discrimination Test which was devised by the author in 19998.

• Journal of Engineering Education Research
• /
• v.17 no.4
• /
• pp.54-57
• /
• 2014

This paper investigated the influence of foreign words, otherwise known as loan words, on global communication abilities of university students from two non English-speaking countries: Korea and Japan. To survey the understanding and usage of foreign words which are from English language and used frequently in daily conversation, questionnaires were administered to Korean and Japanese university students majoring in engineering who shared similar linguistic backgrounds. The results were analyzed from global communication viewpoint. Based on the results, methods for improving global communication skills in engineering education were proposed.

• Fashion & Textile Research Journal
• /
• v.4 no.6
• /
• pp.524-533
• /
• 2002

The present study selected female Japanese and Korean university students (a population that is assumed to be sensitive to the subject of fashion) as subjects. We investigated (1) their awareness of and attitudes about clothing styles, and (2) their relationships to fashion and various media. In both Japan and Korea, female students were highly interested in fashion and their major motive for adopting a given fashion was "style change" (the desire to change one's style by adopting a novel fashion) or "self-expression" (the desire to express oneself and achieve self-realization). They most frequently adopted a fashion during the acceptance phase (when the fashion has spread through the market and been shown extensively by the media). Korean students were more interested in and positive to fashion than were Japanese counterparts. Fashion magazines often served as the major source of information on clothing fashions. The frequency of buying magazines and the number of magazines bought were higher in Korea than in Japan. The time spent in reading these magazines was also longer in Korea. The frequency of buying fashion magazines correlated with the degree of interest in fashion and the time when a fashion was adopted. Students who adopted a fashion earlier tended to buy fashion magazines more frequently.

• The Research Journal of the Costume Culture
• /
• v.13 no.5 s.58
• /
• pp.743-755
• /
• 2005

The Purpose of the study was to compare clothing shopping motives, fashion information sources, evaluation criteria of apparel products, store selection criteria, apparel buying places, and purchasing experience and country of origin place on imported clothing. The total of 371 consumers, college female students in Korea and Japan were sampled in both countries. ANOVA, factor analysis, Duncan's multiple range test, t-test, frequency, and percentage as analysis methods were used. The results of the study were as follows. According to the comparative analysis of clothing purchasing behavior by factors, the result showed that both of them had more personal motives than social ones, regarding clothing purchasing motives. The clothing purchasing motives of students in Korea was higher than it of students in Japan. In the use of information sources, the students of both countries considered the information by consumer very importantly. Next to it, they highly regarded the information by marketer. The students in Korea used all informations more than the students in Japan. In the clothing selection, both of them considered criteria esthetics very importantly. The students in Korea considered 'brand name', 'versatility', and 'pleasing to others' as important, but the students in Japan considered 'price' and 'prestige' very importantly. For store selection criteria, Korean students considered 'duality guaranteed', 'service', and 'their and other's experience' as important but Japanese students regarded 'price' and 'variety of products' as important. A department store was the most highly preferred among clothing purchasing stores. After it, for Korean students, fashion mall, renowned brand stores, discount store were considered in order of preference, for Japan, speciality stores, fashion mall, renowned brand stores are preferred. Regarding imported clothing, Korean students, in order of preference, preferred the goods of America, Italy, France, England, etc. Japan students preferred the goods of America, Italy, China, France, etc.

• Journal of Korean Academy of Nursing Administration
• /
• v.5 no.2
• /
• pp.317-336
• /
• 1999

Official nursing education of Korea under Japanese rule began in order to make the communication possible among Japanese medical men and Korean patients. It could generate high standard nurses from the beginning. Nurses licensure began in 1914 and the graduates of official nursing schools could get nurses licensure without further test. Official nursing education became the standard of R.N. education. The curriculum emphasized on Japanese and ethics first, and in order to produce nurse, practice second. In 1920 the shortage of nurse became serious problem, so the Japanese colonial authorities set up 5 official nursing school in large scale. In 1922 they revised the relevant laws and regulations to make the nursing licensure pass all over Japanese ruling area. 8-year preliminary education and 2 year curriculum became standard of official nursing education after then. Other nursing schools should satisfy this standard to let their graduate get nurses licensure without further test. Curriculum was revised to satisfy the dual goal of 'good housewife' and 'good nurse'. Every official nursing school tried to raise educational standard Nursing science was specialized and more emphasis was put on the occupational education. From the late 1930s, Japanese desperately needed additional manpower to replenish the dwindling ranks of their military and labor forces. They tried to produce more nurses by increase nursing school. Students had to do wartime work instead of study. Younger students could enter nursing school, and general school could produce R.N. In conclusion, nursing education of Korea under Japanese rule was determined by the official nursing education. The Japanese colonial authorities lead the official nursing education. It made nursing education fixed early and produced high standard R.N. But it made nursing education withdraw in late Japanese rule period. Nursing education of Korea began quite weak in the need of nursing and Korea herself. The weakness became a subject of nursing education of Korea after Japanese rule to produce better R.N..