• Journal of the Korean Institute of Educational Facilities
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• v.20 no.3
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• pp.53-61
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• 2013

The purpose of this study is to suggest the way how to improve the school green building certification system based on life cycle assessment methodology and to assess $LCCO_2$ in outline. Green Building Certification System for School is comprised of 7 categories and 39 items. 7 categories include Land use and Transport, Energy and Atmosphere, Materials and Resources, Water, Management, Ecology, Indoor environmental quality. School is a public facility for students. So Green Building Certification System for School must have educational point of view adding to energy saving, reduction of greenhouse gas emission, etc. Also it needs to be classified into three categories ; kindergarten, elementar/middl/high school and university. Improvement plans for items are as follows ; energy consumption and $LCCO_2$ assessment considering life cycle, deletion or integration of duplicate items by comparing other systems, application of passive solar systems, consideration of the law and standards change, and selection of items considering specific building use.

• The Korean Journal of Food And Nutrition
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• v.22 no.2
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• pp.166-176
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• 2009

This study was performed to develop dietary education programs for children, by researching the actual conditions of dietary education and its demand aimed at teachers in child centers in Masan. Most of the interviewed teachers were in their 20s(71%) with under 5 years teaching experiences(56.8%), and working in a kindergarten environment(34.9%). The rate of doing dietary education on mealtime was 96.4%. The main items taught pertained to 'not leaving food(20.6%)' and 'washing hands before meals(20.5%)'. The primary teaching method for students with unbalanced eating habits was 'eating after teaching them to understood(76.8%). The primary reward for good behavior was 'using food(76.8%)', usually as 'candy'(50.8%) or 'cookies'(25.8%). The desirable dietary education type was 'during spare moments(52.6%)' and 'at mealtime (23.5%)'. The concepts taught were 'balanced eating(23.2%)' and 'food hygiene(21.2%), and the students were interested in 'the roles of foods and nutrients'(34.5%), 'balanced eating(20.9%)', and 'food hygiene(19.1%)'. Educational activities encompassed 'pictures and drawing(25.7%)', 'fairy tales(23.4%)', 'songs(19.4%)', and 'play(14.1%)'. Also, the activities of most interest were 'fairy tales(29.4%)', 'play(24.4%)', and then 'songs(23.1%)'. The greatest difficulties during dietary education were 'attracting interest from the children(37.8%)' and 'making and purchasing materials(33.9%)'. Approximately, 44.2% of the teachers had experiences in dietary education, and 96.4% stated teachers had the intention to participate in dietary education. They want to address 'child meal direction(23.0%)', 'health problems(22.7%)', and then 'child nutrient requirements (17.3%)'. Also the majority wanted it two times per year(57.6%) or one time per year(30.9%). This study indicated that proper dietary education must be established in child centers by developing various practical dietary education programs and then implementing them.

• Journal of Nutrition and Health
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• v.37 no.10
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• pp.928-937
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• 2004

The purpose of this study was to investigate the elementary school teacher's status and recognition of nutrition education (NE) in Incheon. A cross-sectional study was carried out using a self-administered questionnaire and subjects were 147 elementary school teachers. The results are as follows. Only 9.5% of the teachers had training in NE and 71.4% of the teachers with training increased concern about NE after training. As for experience of NE, 61.6% of the teachers experienced NE and more than half of them gave NE less than twice per month. There was a significant difference in reason for not giving NE between subgroups by teaching career; 57.7% of the teachers with career more than 10 years did not give NE due to too much other work. As for existence of nutrition educator in school, 48.9% of the teachers recognized its existence and 91.3% of them answered that dietitians have done NE. For correction of unbalanced diet, good table manner, and nutrition and growth, 97.9% of the teachers answered that NE is necessary in elementary school. As for proper time to start NE, 57.5% of the teachers answered kindergarten and 39,7% answered lower grade of elementary school. As for effective type for NE, 47.3% of the teachers answered NE as a part of other subject and 28.1 % answered NE as a separate subject. Also 69.8% of the teachers answered dietitian as suitable person for NE. As for newly establishing a NE subject, 37.9% of the teachers disagreed and as for most effective method for NE, 73.3% answered NE linked with school lunch program. Most of teachers recognized elementary school students' eating habit problem severe and change of their eating habit such as various food choice, no plate waste and good table manner after school lunch program. Therefore, it should be nationally supported that a standardized NE program is developed and coordinated among teachers, school lunch dietitian as NE specialist, family and community for elementary students' health and well-being.

• The Korean Journal of Community Living Science
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• v.27 no.3
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• pp.521-531
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• 2016

This study was conducted to measure the prevalence of food allergies among kindergarten and elementary school children and their parents' perceptions of the Food Allergen Labeling System in school food service (FALSSFS). The surveys were conducted by the parents of children in Yangsan-si, Gyeongsangnam-do, Korea. According to the results, the prevalence of food allergies among the children was 21.9% (current group 8.1% and experienced group 13.8%). The features of the food allergy of the children were as follows : The onset time of allergy was at 1-2 years for 59 children (40.7%), at 3-4 years for 41 children (28.3%), and the main symptoms of allergy were 'rash and skin hives' (47.1%) and 'itching' (30.2%). In terms of the family history, the prevalence of allergies among the mothers was the highest with a value of 31.9%. The allergenic foods were egg (14.7%), pork (11.6%), and milk (8.9%) in the order. Most of the parents had a low perception of the FALSSFS. 26.2% of the parents requested preventive education related to food allergies at school, making this the most requested item, followed by "helping students understand students with food allergies" with a value of 20.2%. The benefit of the FALSSFS was to increase the safety of school food and promote the emotional health of children with allergies.

• Journal of Digital Contents Society
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• v.8 no.3
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• pp.355-363
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• 2007

One of major factors for learning achievement is the student's learning preference according to his character type. In course of learning, if a student studies e-learning contents opposed to his preference, then he would be under stress and his blood pressure and heart beat be changed. For measuring unwillingness, we used spectral components in frequency domain known as stress measure. For 13 children attending kindergarten we examined S(sensing)/ N(intuition) of MBTI and presented same learning contents during 10 minutes. During learning we gathered ECG signals, changed into HRV(heart rate variability), transformed time-varying HRV signal into spectral density in frequency domain. And then, we divided it into three areas of low(LF), middle(MF), and high-frequency(HF) and calculated stress measures by rates of those frequency area. We compared estimated stress measures of S group with them of N group whether students in different group preferred different contents or not. Experimental shows that students according to MBTI type prefer different contents.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.

• The Korean Journal of Emergency Medical Services
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• v.7 no.1
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• pp.81-94
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• 2003

This study tries to examine the level of safety consciousness and first aid knowledge of 124 college students who attend non-public health departments in Gwangju from April 1 to 30, 2003 and apply the results of the study to curriculum. The results of this study are as follows; 1. On experiences of need of first-aid, 87.5% of respondents said 'yes' and there was a significant difference in the number of their siblings($x^2$ = 7.482, p = .048). 2. Sources of education of first aid were mostly at school(46.8%), no education(23.4%), through mass communication(22.6%) and by themselves(7.3%). There were significant differences by characteristics in sex($x^2$ = 30.230, p = .000), year($x^2$ = 10.821, p = .013) and mother's education($x^2$ = 18.932, p = .025). 3. Sources of information of first aid were mostly through TV(46.8%), followed by others (42.7%), newspapers(7.3%) and magazines(3.2%). 4. On the opinions of the most suitable period for educating first aid, elementary school was highest(41.9%), followed by kindergarten(29.0%), middle school(21.0%) and high school (8.1%) and there were significant difference by characteristics of subjects in sex($x^2$=9.689, p= .021) and year($x^2$=19.661, p= .000). 5. Score of knowledge level of safety consciousness was mean $71.58{\pm}12.05$ based on Likert 5-point scale with a full mark of 100 points and there was a significance only in current residence of subjects' general characteristics(F or t=3.894, p=.023). 6. Score of knowledge level of first aid was mean $62.73{\pm}13.29$ based on Likert 3-point scale with a full mark of 90 points and there was a significance only in residential type of subjects' general characteristics(F or t=3.058, p= .031). Although college students felt needs of first aid more than middle and high school students, it was found that their actual safety consciousness and knowledge level of first aid were low. Therefore, knowledge and ability should be developed to save human life from all kinds of emergencies and safety accident and first aid subjects should be separated in college curriculum and opportunity for actual education should be given.

• Journal of Nutrition and Health
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• v.57 no.3
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• pp.349-364
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• 2024

Purpose: This study used the Analytic Hierarchy Process to evaluate the relative importance of the factors that school nutrition teachers and dietitians consider during menu planning for school foodservices across various educational levels. Methods: An online survey was conducted from December 2023 to January 2024. The hierarchical structure for school foodservice menu management was developed through content analysis, consisting of five high-level categories and 3-4 low-level factors. Questionnaires were distributed to 395 nutrition teachers and dietitians from kindergarten, elementary, middle, and high schools nationwide. One hundred and sixty-six responses were received, resulting in a 42.0% return rate. These responses were analyzed using Microsoft Excel and SPSS Statistics. Results: The most commonly referenced sources for school foodservice menu planning were 'menus obtained from websites' (19.4%). The most significant challenge encountered was 'incorporating students' preferences' (18.6%). In the hierarchy of categories considered for school foodservice menu management, 'employees and facilities' ranked highest (0.2347), followed by 'preference' (0.2312), 'nutrition balance' (0.2027), 'cooking process' (0.1726), and 'food materials' (0.1588). Within each category, the top-ranked factors were 'employees' cooking skills' (0.3759), 'students' preferences' (0.4310), 'dietary reference intakes' (0.4968), 'foodservice hygiene' (0.4374), and 'food costs' (0.4213). The study also compared the relative importance of factors according to the educational levels, and the top-ranked factors were the same across all educational levels. In particular, 'students' preferences', 'dietary reference intake', and 'food costs' aligned with the top three challenges in school foodservice menu planning. Conclusion: Enhancing working conditions for school foodservice employees and developing menu planning methods that accommodate students' preferences are necessary. These findings will provide foundational data for future school foodservice menu management strategies.

• Korean Journal of Community Nutrition
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• v.6 no.1
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• pp.84-90
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• 2001

The purpose of this study was to investigate teacher's perceptions about the nutrition education of elementary schools. A total of 226 elementary school teachers within Changwon and Milyang city participated in this study. The results of this study were as follows. 90.8% of the teachers responded that nutrition education is necessaty in the elementary schools, and positive responses in the Milyang urban area were higher than that of the Changwon rural area(p＜0.001). The main reason for the necessity of nutrition education was for proper growth and good table manners and the Milyang urban city was significantly higher than three other classes in ‘for proper growth’(p＜0.05). The starting period for nutrition education was supported by 72.1% of the teachers as beging when the children are in kindergarten, proving that this early nutrition education is supported. Especially in the Changwon urban support was higher than in the three other classes(p＜0.01). The perceptions about a suitable person to teach nutrition indicated parents(39.6%), dietitions(35.5%), class teachers(24.9%), and the beliefs about nutrition specialists or dietitions was very low. 53.6% of the teachers responded that they would not teach nutrition education themselves and the main reason for this was that believed the teacher's work would be too hard(32.0%), lack of nutrition knowledge(29.4%), and that such courses should be taught courses by specialists(29.4%). However, 51.6% of the teachers disagreed with having a separate course for nutrition education. Proper eating habits(62.7%) and growth and nutrition(28.6%) were the main categories within nutrition education. The teacher recognized that elementary students' nutrition problem is to eat too much processed and instant foods(39.1%), deviated foods(36.9%), and lack of table manners(19.4%). The most effect method was to link the subject matter with the parents(38.7%), use of audio visuals and education materials(28.3%), and need of nutrition education teachers(10.1%) was low.

• Journal of Korean Society for Atmospheric Environment
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• v.27 no.1
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• pp.117-125
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• 2011

There are many studies reporting the average carbon dioxide levels in various indoor spaces. However, there have been a few studies showing how carbon dioxide concentration varied at many measurement points in one indoor space. In this study, the changes of indoor carbon dioxide concentration at classroom, library, and kindergarten were reported to find its carbon dioxide distribution change at various locations and altitudes. The maximum carbon dioxide concentration of the 3 sites were measured as 2,684, 2,295, and 1,526 ppm, respectively. These values exceeded the guideline concentration of 1,000 ppm for public places. The concentration of carbon dioxide was higher at upper area than lower area, and this is probably due to the rise of warm breathing air generated from students. In the upper area, the carbon dioxide concentration was higher at center area than four corners. However, in the lower area, the carbon dioxide concentration was higher at four corners than center area. Therefore, it could be concluded that the center of upper area is the best place for the installation of ventilation or carbon dioxide removal system.