• Archives of design research
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• v.12 no.4
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• pp.171-179
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• 1999

Originally the COS system was developed based on fashion colors. But in interiors many other color groups are used frequently, so the COS system is somewhat insufficient for interior design work. The purpose of this study is to verify the pratical use of the COS system in finishing colors of housing interiors and to propose the additional colors based on interior finishings. The COS system and the NCS color system were used for color measurement. The results was as follows. In the hues, Y.YR.GY.PB.B.BG color groups were used for interior material more frequently. And regardless of hues, low saturation and high value colors were used. Most of the colors were inscribed as the COS system and the NCS color system simultaneouly, but muted and grayed color tones like pale.light.grayish.soft cannot be founded in the COS system. Therefore more subdued and soothing tones of Y.YR.GY.PB.B.BG color groups should be added to the COS system.

• Journal of vocational education research
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• v.35 no.4
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• pp.131-153
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• 2016

The purpose of this study was to derive evaluator's role and capability for institution accreditation evaluation of NCS-based vocational competency development training. This study attempted to explore in various ways evaluator's minute roles using Delphi method, and to derive knowledge, skill, attitude and integrity needed to verify the validity. To the end, this study conducted the Delphi research for over three rounds by selecting education training professionals and review evaluation professions as professional panels. From the results, roles of evaluators were defined as the total eight items including operator, moderator-mediator, cooperator, analyzer, verifier, institution evaluator, institution consultant, and learner, and the derived capabilities with respect to each role were 25 items in total. The area of knowledge included four items of capabilities such as HRD knowledge, NCS knowledge, knowledge of vocational competency development training, and knowledge of training institution accreditation evaluation, and the area of skill comprised fourteen items of capabilities such as conflict management ability, interpersonal relation ability, word processing ability, problem-solving ability, analysis ability, pre-preparation ability, time management ability, decision making ability, information comprehension and utilization ability, comprehensive thinking ability, understanding ability of vocational competency development training institutions, communication ability, feedback ability, and core understanding ability. The area of attitude was summarized with the seven items in total including subjectivity and fairness, service mind, sense of calling, ethics, self-development, responsibility, and teamwork. The knowledge, skill and attitude derived from the results of this study may be utilized to design and provide education programs conducive to qualitative and systematic accreditation and assessment to evaluators equipped with essential prerequisites. It is finally expected that this study will be helpful for designing module education programs by ability and for managing evaluator's quality in order to perform pre-service education and in-service education according to evaluator's experience and role.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.79-93
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• 2005

The purpose of this was to present the efficient directions of nutrition education for elementary school children. We examined the problems of eating habits. nutrition knowledge, and perception and expectations on nutrition education of elementary school children in school. This study was carried out using a self-administered questionnaire and subjects were 562 elementary school children in Gyeonggi Province. All data in this research was analyzed through SAS program, and the frequency$(\%)$ and the $mean{\pm}S.D.$ on each question were calculated. Data for each group was analyzed according to sex and the difference among the groups were treated for significance by using chi-square test and Student t-test. About $87.6\%$ of the children have a meal over three times a day, and $76.7\%$ answered that they ate at a certain time regularly everyday. Only $69.6\%$ of subjects said that they ate breakfast everyday, showing very high levels of skipping breakfast. The most common frequency of eating snacks was 'once a day' in both sexes(male $52.2\%$, female $48.6\%$). In the perception on the eating habits, $69.3\%$ of children recognized problems on dieting habits, such as unbalanced diet. irregular eating time, and overeating. The perceived and correct knowledge of nutrition were $99.5\%$ and $86.9\%$, respectively. Most of the children$(99.1\%)$ acknowledged that nutrition education need to be carried out in school. And children want to deeply deal with 'cooking', 'growth and nutrition', 'good eating habits', 'nutrition and disease', These results indicated that elementary school children tended to have undesirable eating behaviors, but the rate of children who recognize the importance and the needs of nutrition education in school was high. Therefore, their parents and teachers need to perform continuous education through a curriculum and life instruction so that students have healthy habits by considering what the problems of nutrition habits are, as the elementary students considerably recognize problems of their own dietary habits and needs of nutrition education.