• Title/Summary/Keyword: Middle School Principal

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Current Status of Functional Areas' Space and Suggestion of Their Equipment Requirements for School Foodservices in Gyeonggi Province (경기도지역 학교급식시설의 기능 공간별 면적 현황 및 구비 기기의 적정요건 제안)

  • Chang, Hye-Ja;Son, Hye-Jung;Choi, Gyeong-Gy
    • Korean journal of food and cookery science
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    • v.25 no.4
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    • pp.474-487
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    • 2009
  • The principal objectives of this study were to evaluate the space, equipment, and institution rate by functional area, and to suggest appropriate types, numbers, and equipment capacity by school foodservice size for optimal employee job performance and efficiency. Data were collected and administered by 263 dietitians who attended elementary and middle schools in Gyeonggi Province, and the data were analyzed using SPSS statistical software. Among a total of 72 respondents who provided usable data, 31 (48.6%) respondents were nutrition teachers and 37 (51.4%) were part-time dietitians. The majority of the respondents reported that their foodservices were self-operating types (94.4%), and 8 meals out of 10 meals provided over a 2-week period were served as normal meals, defined as meals consisting of Bab, Kook, Kimchi, and 3 side dishes (73.6%). The mean kitchen space was $186.25\;m^2$ for 500 meals/day, $269.7\;m^2$ for 501 to 1,000 meals/day, $249.1\;m^2$ for 1001 to 1500 meals/day, and $274.87\;m^2$ for 1,500 or more meals/day. The mean space of functional areas was $11.52\;m^2$ for office, $12.63\;m^2$ for storeroom, $9.55\;m^2$ for receiving area, $27.23\;m^2$ for pre-preparation area, $149.9\;m^2$ for cooking area, $18.33\;m^2$ for assembly/service area, $45.50\;m^2$ for dishwashing area, and $17.20\;m^2$ for locker room. Only two pre-preparation and cooking spaces increased significantly with increasing size of school foodservice (p<0.05). Office, cooking area, and locker room were allocated in all foodservices. However, the pre-preparation area (68.7%), receiving area (56.5%), assembly/service area (38.1%), and dishwashing area (37.7%) were lowly installed in the surveyed facilities. Through a focus group meeting discussing the results of this study, appropriate equipment and its dimensions were suggested according to functional areas and foodservice scales. Future studies will be necessary to allocate the appropriate space by functional area with the proposed equipment requirements for optimally efficient decision making in equipment purchasing.

Development and evaluation of punching shear database for flat slab-column connections without shear reinforcement

  • Derogar, Shahram;Ince, Ceren;Mandal, Parthasarathi
    • Structural Engineering and Mechanics
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    • v.66 no.2
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    • pp.203-215
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    • 2018
  • A large body of experiments have been conducted to date to evaluate the punching shear strength of flat slab-column connections, but it is noted that only a few of them have been considered for the development of the ACI Code provisions. The limited test results used for the development of the code provisions fall short of predicting accurately the punching shear strength of such connections. In an effort to address this shortfall and to gain an insight into the factors that control the punching shear strength of flat slab-column connections, we report a qualified database of 650 punching shear test results in this article. All slabs examined in this database were tested under gravity loading and do not contain shear reinforcement. In order to justify including any test result for evaluation punching shear database, we have developed an approved set of criteria. Carefully established set of criteria represent the actual characteristics of structures that include minimum compressive strength, effective depths of slab, flexural and compression reinforcement ratio and column size. The key parameters that significantly affect the punching shear strength of flat slab-column connections are then examined using ACI 318-14 expression. The results reported here have paramount significance on the range of applicability of the ACI Code provision and seem to indicate that the ACI provisions do not sufficiently capture many trends identified through regression of the principal parameters, and fall on the unsafe side for the prediction of the punching shear strength of flat slab-column connections.

Analysis of the Meaning of the 2022 Revised Curriculum (2022 개정 교육과정 의미 분석)

  • Han, Yoon Ok
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.5
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    • pp.59-69
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    • 2022
  • The purpose of this study is to suggest improvement directions by analyzing the meaning of the 2022 revised curriculum. Research methods include literature research, surveys, and interviews. The conclusion is as follows. First, The background of the promotion has been revised to cultivate the competencies necessary for the future society and to strengthen the learner-tailored education. Second, what characterizes the 2022 revised curriculum is that it is being created in collaboration with people as a future-oriented curriculum for the first time in history. Third, the implementation of the 2022 revised curriculum is being directed towards individuality and diversity, decentralization and autonomy, digitally based education, and public performance and accountability. Fourth, the principal contents are curriculum innovation in response to future changes, cultivating community values and capacity building for learners, strengthening education for elementary, middle, and high school students to develop digital and AI literacy, and strengthening the curriculum for all.

The Perspective of Elementary School Teachers on Implementation of AI Education in relation to Software Training Experience (소프트웨어 학습경험에 따른 초등교사의 인공지능교육 도입에 대한 인식)

  • Lee, Yong-Bae
    • Journal of The Korean Association of Information Education
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    • v.25 no.3
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    • pp.449-457
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    • 2021
  • Ministry of education recently announced to implement AI curriculum in elementary, middle school and highschool from 2025 which will include programing, basic AI principal and AI Ethics, and the media is releasing articles that have reservations on it. This study is focused on analyzing the perspective of elementary teachers - who are going to be in charge of AI education - on the implementation of AI education in elementary schools and the teachers are divided into two groups of 'software-experienced' and 'software-inexperienced' in relation to software training background. The results showed that 100% of the 'software-experienced' teachers agreed on implementing AI education and 80% of 'software-inexperienced' teachers also showed positive perspective on it. Among the reasons that 20% of 'software-inexperienced' teachers had negative perspective on AI education, it was highly rated that existing home economics subject covers fulfilling amount of software education. Both 'software-experienced' and 'software-inexperienced' teachers chose grade 5 and 6 as the most appropriate age for software education and considered one class per a week as the most appropriate amount of AI class. In terms of the subject format, 75% of the 'software-experienced' teachers chose the idea that software education has to be an independent school subject which will include AI education. Also, 54% of the 'software-inexperienced' teachers chose the ideas either AI education should be an independent subject or software education should be an independent subject which will include AI education. The preference of the content of AI education appeared in order of basic AI programing, principles of AI and AI Ethics.

A Study of School Nursing Activity Performed by School Nurses and Teachers Holding Additional School Health (부산지역 중등학교 양호교사 및 양호겸직교사의 학교보건업무 활동 양상)

  • Park Jung Za;Jung Moon Sook
    • Journal of Korean Public Health Nursing
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    • v.9 no.1
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    • pp.17-32
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    • 1995
  • The purpose of this study was to improve upon school health by understanding the present status of school health and escpecially to investigate the performance rate of regular health instruction. 261 schools, including middle and high schools enrolled in the Busan Educational Association, were sent Questionnaires. Data was collected from the 25th of January to the 10th of April, 1994. 229 subjects who responded to the Questionnaires were finally analyzed as samples. Among them, 127 were school nurses and 102 were teachers acting in a school health capacity. The results of this study are summerized as follows: Of the teachers holding additional school health responsibilities, $85.6\%$ worked in private schools. Many of them $(74.5\%)$ were formally dissatisfied with their ability to provide care because $85.3\%$ of them had never studied any school health. Some of them$(30.4\%)$ didn't know about the annual school nursing budget and $23.5\%$ of them hadn't taught any health education to students. In spite of this fact, they were placed in charge of a school health activity against their own will. There were statistically significant differences in the performance of school health affairs between nurses and teachers holding additional school health (p<0.001) as follows: annual school nursing budget, Health Program Planning and Evaluation, annual purchase price for medicines, average students cared for per day, average students who held at least one consultation per month and extra. Surely, the self-confidence of school nurses was higher than that of teachers with school health as an assigned responsibility. This was demonstrated by a significant statistical difference (p<0.01) in the responses by the two groups. $88.2\%$ of the school nurses and $73.5\%$ of teachers for school health thought that regular health instruction was necessary. But regular health education had been performed only by $32.8\%$ of respondents. Among them, 84% were school nurses and $16\%$ were teachers holding additional school health. Of the persons who performed regular health education, $69.3\%$ used less than $60\%$ of the health content of the athletic textbook. And $64\%$ of them said teaching materials were insufficient. Most of them $(69.4\%)$used home made lesson plans. which they compiled from various sources. There was a significant difference in the formality of the health lesson according to the concern of the school principal (p<0.01) and there was a significant difference in performing health education between school nurses and teachers holding additional school health (p<0.001) It appears that there are a lot of problems with providing school health care using people who are untrained. In a word, school health nurses with professional training are needed in order to perform the qualitative management for the health of the students. These days, regular health education is an indispensable part in making students improve their self-care abilities. Therefore a more effective and better defined program should be prepared for regular systematic health education. To resolve these problems, present laws and regulations related to school health should be revised considering the specialist's request for the improvement of school health. In addition, the concern and financial support of the government are essential.

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Development and Validation of Inventory of the Anger-inducing Automatic Thoughts for Elementary School Children (아동용 분노유발 자동적 사고 검사의 개발과 타당화)

  • Kim, Seon-Hwa;Park, Gyoung-Mook
    • The Korean Journal of Elementary Counseling
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    • v.9 no.1
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    • pp.41-58
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    • 2010
  • The purpose of this study was to invent anger-inducing automatic thoughts examination for elementary school children based on its investigation for Korean one. I made the anger-inducing Automatic Thoughts Questionnaire(I, II) and made an examination of the contents of the automatic thoughts with it. Based on it, with preliminary questionnaire 90, I did principal component analysis varimax rotation and then final anger-inducting automatic thoughts examination of 40 question in 2 primary factor construction was consisted. I made 300 students carry out it to know its reliability, propriety and made 100 students carry it out at 2-week intervals test-retest. I divided them in three groups as low, middle and high according to its soore regarding anger-inducting automatic thoughts, I confirmed the variation of each group in positive thoughts, self-esteem, life satisfaction, anger, the result is same as follows; First, the content of Anger-inducting Automatic thoughts for elementary school students is revealed as unreasonableness(56.4%), retailation and passive, active offense(16.3%), blame and contempt(11.9%), injured pride and refusal(9.2%), absurd(3.9%), abandonment and avoidance(2.1%), self-abasement in turn. Second, said inventory is consist of 2 notion; first(20 questions) is blame, retaliation and second(20 questions) is injustice. Inner-item consistency of total 40 question is .97, Split-half reliability is .93, Test-retest reliability is .86. Third, criterion validity is revealed fine by reviewing the correlation between existing index related to the inventory of Anger-inducting Automatic thoughts of the elementary school students. Moreover, to find out discriminant validity, I divided three classes(low, middle, high) according to the score of said thoughts. As a result, there is certain variations when I confirmed variations in groups by reviewing the self-esteem, positive way of thinking, life satisfaction, anger.

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A PRELIMINARY STUDY FOR THE DEVELOPMENT OF THE ASSESSMENT SCALE FOR ADHD IN ADOLESCENTS:RELIABILITY AND VALIDITY FOR CASS(S) (청소년 ADHD 평가 도구 개발을 위한 예비연구-CASS(S)의 신뢰도 및 타당도 연구)

  • Shin, Min-Sup;Cho, Soo-Churl;Hong, Kang-E;Bahn, Geon-Ho
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.12 no.2
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    • pp.218-224
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    • 2001
  • Although Attention Deficit Hyperactivity Disorder(ADHD) has been considered as the disorder occurring during childhood, the prevalence is increasing among adolescents and adults. The prevalence rate varies from 2.0 to 14.3% due to the difference of diagnostic criteria, different assessment methods, or subjects' age difference. Therefore, it needs to make age specific(i.e., for children, for adolescents, and for adults) assessment tools. Authors translated Conners-Wells Adolescents Self-Report Scales(short form)[CASS(S)] in to Korean to get validity and reliability as a way of development of assessment tool for adolescent with ADHD in Korea. CASS(S) was translated and corrtected by three psychiatrists and one clinical psychologist. To examine the concurrent validity and test-retest validity, CASS(S) was applied with K-YSR on one class of each grade in a middle school in Seoul with two week interval(total 115:male 58, female 57). To test validity, authors analysed and got Cronbach's as internal consistency. Construct validity was done by principal axis factor analysis on 4,354 students. As a result, Cronbach's alpha for internal consistency was .88, Pearson coefficient for test-retest reliability .83, and coefficient for concurrent validity .65. And in the factor analysis to examine construct validity, three factors were revealed as cognition, hyperactivity, and conduct. These results shows that CASS(S) may be useful tool for adolescents with ADHD, although there was a limit not to be done the comparison with clinical groups.

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Effect of Smoking and Drinking Habits on the Nutrient Intakes and Health of Middle and High School Boy Students (남자 중.고생의 흡연과 음주습관이 영양소 섭취 및 건강상태에 미치는 영향)

  • Shin, Kyung-Ok;An, Chang-Hun;Hwang, Hyo-Jeong;Choi, Kyung-Soon;Chung, Keun-Hee
    • Journal of the Korean Society of Food Science and Nutrition
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    • v.38 no.6
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    • pp.694-708
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    • 2009
  • The principal objective of this study was to determine the effects of smoking & drinking on the diet, nutrient intake, and overall health. A sample of 262 youths, aged 16 to 18 year-old, was randomly selected from Seoul and its vicinity. The subjects participated by answering survey questions including general questions, questions regarding health, smoking & drinking habits, dietary habits, nutrient intake, physical characteristics, and smoking cessation plans. The average height, weight, and BMI of the subjects were $173.5{\pm}6.8\;cm$, $64.8{\pm}11.8\;kg$, and $21.4{\pm}3.7\;kg/m^2$, respectively. Among the subjects, 88% appeared to be interested in health and 43.5% of youth asserted that the best way to keep healthy was to engage in regular exercise. Among 63 smokers, 52 students (82.5%) used alcoholic beverages while 11 students (17.5%) did not use alcoholic beverages, meaning that smoking was a causative factor in drinking. 55.6% of youth reported beginning to smoke in middle school, and 38.1% of them asserted that curiosity was the motive for smoking. The youth reported that the craving for smoking was highest when hungry, and the best place to smoke was the restroom. 20 students (69.0%) answered that the only way to quit smoking was just to stop. 12 students (44.4%) reported that the main reason for failures in smoking cessation attempts was a lack of intention or willpower. 87.1% of all subjects answered that they were inclined to quit smoking, and 56.7% of them would be interested in attending a smoking cessation program if they had the opportunity. Among the smoking and drinking group, 50% of drinkers began to drink in high school, and the reason for drinking given was peer pressure-40% of drinkers answered that they wished to quit drinking. 34.4% of students appeared to have breakfast everyday, but 16.4% of students answered that they had quit eating breakfast. 52.5% of all students reported that the principal reason for overeating was the presence of one's favorite food, and the smoking and drinking group reported overeating more frequently than other groups (p<0.05). 72.6% of all subjects reported eating interim meals $1{\sim}2$ times daily, 36.4% of smokers ate carbonated beverages, 38.5% ate ice cream as a interim meal, and 38.5% of the drinking and smoking groups ate fruits, 26.9% of them ate fried foods, and some of them ate fast foods as a interim meal. Among smokers, the ratio of eating fat-rich foods, and meats such as kalbi and samgyupsal more than two times per week was higher, and 54.3% of smokers ate ice cream, cookies, and carbonated beverages more than two times per week (p<0.05). The total nutrient intake of the $15{\sim}19$-year youth group was much higher than the standard value. The energy intake of the smoking group and the drinking and smoking group was significantly higher than that of the normal group (p<0.05). Intakes of phosphorus (p<0.05), cholesterol (p<0.05), and sodium (p<0.05) were the highest among all groups. Accordingly, it is recommended that practical education programs be implemented to teach young students to resist peer pressures to smoke and drink. Additionally, education that acknowledges the importance of nutrition is necessary to avoid preferential eating and overeating due to smoking and drinking.such education can also teach students to eat a balanced diet and improve their physical development.

A Study on the Change of Corneal Refractive Power before and after Wearing RGP Contact Lenses by Flat Fitting and Alingment Fitting with Diagnostic Method (RGP 콘택트렌즈의 진단적 피팅법에 의한 플랫한 피팅과 얼라인먼트 피팅 착용 전·후 각막 굴절력의 변화에 관한 연구)

  • Lee, Dae-Won;Kim, In-Suk
    • Journal of Korean Ophthalmic Optics Society
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    • v.19 no.2
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    • pp.163-169
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    • 2014
  • Purpose: This study is for compared the change of corneal refractive power before and after wearing of rigid gas permeable contact lense with diagnostic method which is 1 D flatter than alignment fitting on right eye and alignment fitting on left eye for 2 months and investigate the preference. Methods: Twenty middle school and high school students (40 eyes) who had never worn a contact lense before for no corneal topographical change, no ocular disease, no experience of ophthalmic surgery and have normal tear amount were selected for this study and corneal refractive power were examined before wearing rigid gas permeable contact lense and adaptation status and corneal examination were performed after 10 days of wearing and after cheking up the continuation of wearing, all candidate wear contact lens 8 hours per day for 2 month and corneal refractive power were compared. Results: After 2 months of wearing with 1 D flatter than the alignment fitting on right eyes, there was significant difference in the central corneal refractive power was $43.84{\pm}1.33D$, flat K power was $43.05{\pm}1.29D$, and steep K power was $44.61{\pm}1.42D$ decreased than before wearing (p<0.001, 0.001, 0.047). The e-value of the principal meridians also shows statistically significant difference (p=0.037, 0.015). After 2 months of wearing with alignment fitting on left eyes, the central corneal refractive power was $44.40{\pm}1.26D$, flat K power was $43.57{\pm}1.23D$. and flat K e-value was $0.58{\pm}0.05$ which showed no statistically significant difference (p = 0.769, 0.614, 0.181). But steep K power was $45.25{\pm}1.36$, and steep K e-value was $0.45{\pm}0.18$ which shows statistically significant difference (p=0.018, 0.027). Conclusions: Consider the comfort, clear vision, dryness for preference fitting investment, 6 students (30%) prefer right eye which is 1 D flatter fitting, 14 students (70%) prefer left eye which is alignment fitting. For rigid gas permeable fitting needed for accurate examination and should prescribe the alignment fitting which is suitable for each cornea.

Relationship of Nutritional Knowledge, Dietary Self Efficacy and Change of Dietary Behavior of Nutrition Professional (영양전공자의 영양지식, 식이 효능감, 식행동 변화간의 관련성)

  • Kwon, Seon-Young;Han, Jang-Il;Chung, Young-Jin
    • Journal of Nutrition and Health
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    • v.41 no.6
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    • pp.550-560
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    • 2008
  • The purpose of this study is to investigate the relationship of nutritional knowledge, dietary self-efficacy and dietary behavior of nutritionist. Total 190 dieticians of middle and high schools in Daejeon metropolitan city(44.2%) and Chungnam area(55.8%) were surveyed by questionnaires. The change of dietary intakes was used as an index of dietary behavioral change, and dietary self-efficacy are categorized into 4 sub groups of general dietary habit, choice of food, environmental stimulus and emotional conditions. Overall nutritionl knowledge of school dieticians was relatively high as 80.3 score, but specific and detail knowledge about food and nutrition yet have to be strengthened. Dietary self-efficacy of 'choice of food' was the highest with 85.4 and self-efficacy of 'environmental stimulus' was the lowest with 69.7 in the subjects. There was no influence between nutrition knowledge and dietary self-efficacy of school dieticians. According to the level of dietary self-efficacy, the intake of desirable food showed no significant difference, but the intake of undesirable foods decreased as dietary self-efficacy increased(p<0.001). In the analysis of correlation of change in intake of desirable and undesirable foods with nutrition knowledge and 4 different variables of dietary self-efficacy, a nutrition knowledge variable did not show any correlation with other variables. While, total dietary self-efficacy or each 4 sub items showed negative correlation with the intake of undesirable foods. And all 4 sub items of dietary self-efficacy could be the principal factors to constrain the intake of undesirable foods, but 2 items of dietary habits and emotional condition of 4 sub items are the factors to increase the intake of desirable food. Accordingly, it is suggested that dietary self-efficacy could be a powerful factor to induce the behavioral change of professional dieticians.