• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.77-102
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• 2018

The purpose of this study was to contribute to Home Economics(HE) teachers' culture by figuring out acknowledging characteristics of cultures of HE teachers and impeding factors on development of HE education. For this intensive interview were used. Intensive interviews were made with 14 HE teachers who completed coursework for master's or doctor's program of graduate school and belong to HE Teachers' Study Associations of each region or Korean Home Economics Education Association and analyzed by subject analysis method. The results of the study are as follows. First, HE teachers establish the philosophy of HE education, and practice education to provide profit to adolescents, their families, as well as society through HE class with their belief that HE is a practical and critical subject to benefit individual adolescents, families, and society. Second, HE teachers form culture to make an effort to continue to improve their expertises by attending graduate school, joining HE teachers' associations to enhance teaching methods, evaluation methods, and work ability or disclosing their own class. Third, HE teachers settle culture to conduct classes focusing on practical issues by converting the paradigm of HE education to that of practical critique. They also see that the system of three actions(technical action, communicative action, and emancipative action) should be applied in circulating ways to improve quality and value of life. Forth, for impeding factors of development of HE education, there are educational system and social recognition. However, with HE teachers' efforts, HE education settles well, as it reflects demands from students and society, finds students' talents, and actualizes its own goals. HE teachers believe that student will recognize that HE education is necessary for happiness of individuals and families. As a way to develop Home Economics teacher culture, Home Economics teachers should have the opportunity to develop more Home Economics teachers by participating in and working in research sessions in each area. It also called for a control tower to enable and lead collaborative networks between local Home Economics curriculum research committees. The Korean Home Economics Education Association should play a central role in the academic research community of each region and be able to help Home Economics teachers by moving more quickly and systematically to cope with the upcoming changes in education. Finally, participants said that in order to prepare a basic framework for the change in Home Economics education, practical critical Home Economics teacher training are needed. To this end, students can understand the essence of Home Economics education and establish their identity by taking a deeper Home Economics education curriculum philosophy for Home Economics teacher training.

• Journal of dental hygiene science
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• v.8 no.2
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• pp.73-80
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• 2008

The purpose of this study was to examine the health promotion behavior of dental hygiene students in boosting a university student health. The subjects in this study were 687 dental hygiene students in four different colleges in Gyeonggi province. A survey was conducted in September and October 2007, and the collected data were analyzed with SPSS 12.0 program. The findings of the study were as follows: 1. The he freshmen scored lowest in oral health care behavior($3.11{\pm}.57$), and the gap between them and the others was statistically significant (p < .001). 2. In regard to health promotion behavior, the students who found themselves not to be in good shape scored lower in terms of nutritional care($3.63{\pm}.63$), social support($2.43{\pm}.60$), responsibility for their own health($2.40{\pm}.68$) and esteem for their own lives($2.33{\pm}.51$). There were statistically significant differences between them and the others(p < .001, p < 0.01). 3. As to the relationship of the academic background of parents to health promotion behavior, the students whose fathers stopped at middle school($3.62{\pm}.52$) lagged behind most in terms of nutritional (p < .001), and those whose mothers stopped at middle school($2.52{\pm}.52$) were given the smallest social support. The gap between these groups and the others were statistically significant(p < .05). 4. The self-boarding students($3.66{\pm}.57$) fall behind most in the aspect of nutritional care, and there was a statistically significant gap between them and the others(p < .001). 5. The students whose monthly mean household income was one million won or less($2.42{\pm}.62$) valued their own lives least, and the gap between them and the others was statistically significant(p < .05). 6. As for correlation among the variables, stronger social support led to better reverence for life, and better esteem for life was concurrent with better stress management. There was a statistically significant relationship between those variables(p < .01).

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.22 no.3
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• pp.182-191
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• 2011

Objectives: The aim of this study was to investigate the sleep patterns of South Korean elementary school children and whether the differences in sleep patterns were related to behavior, emotional problems, attention and academic performance. Method: This study included a community sample of 268 boys and girls from fourth-, fifth- and sixth-grade classes in a South Korean metropolitan city from November to December 2010. The primary caregivers completed a questionnaire that included information on demographic characteristics, as well as the Child's Sleep Habit Questionnaire (CSHQ), the Korean version of Child Behavior Checklist (K-CBCL), the Korean version of the Learning Disability Evaluation Scale (K-LDES), the Korean version of ADHD Rating Scale (K-ARS) and the Disruptive Behavior Disorder Scale (DBDS). We conducted analyses on the CSHQ individual items, between the subscales, on the total scores and on the K-CBCL, the K-LEDS, the K-ARS and the DBDS. Results: Based on the findings from the CHSQ, the subjects had significantly higher scores for bedtime resistance ($9.18{\pm}2.17$), delayed sleep onset ($1.32{\pm}0.62$), the sleep duration ($4.19{\pm}1.52$) and daytime sleepiness ($14.10{\pm}3.55$) than the scores from the previous reports on children from western countries. The total CHSQ score showed positive correlations to all subscales of the K-CBCL : withdrawn (r=0.24, p<.005), somatic complaint (r=0.24, p<.005) and anxious/depressive (r=0.38, p<.005). Bedtime resistance was associated with oppositional defiant disorder (r=0.15, p<.05) and a positive correlation was demonstrated between sleep anxiety and the oppositional defiant disorder score (r=0.13, p<.05), night waking and the conduct disorder score (r=0.16, p<.05). Delayed sleep onset was related with low performance on the K-LDES with respect to thinking (r=-0.17, p<.05) and mathematical calculation (r=-0.17, p<.05). Conclusion: The results of this study reconfirm Korean children's problematic sleep patterns. Taken together the results provide that the reduced sleep duration and disruption of sleep pattern can have a significant impact on emotion, behavior, performance of learning in children. Further studies concerning more diverse psychosocial factors affecting sleep pattern will be helpful to understanding of the sleep health in Korean children.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.65-82
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• 2009

The following research aimed to determine the effect of stress among middle school students on their addiction to the Internet. This research's target was a group of male students who had a high probability of getting addicted to the Internet while playing c/t games. The study distributed 357 questionnaires and used 340 copies, which meant discarding 17 copies that were considered inadequate. The research results are as follows: First, there appeared subordinate factors in the stress suffered by the students. These included stress from their families, from conflicts with their teachers, from the living environment, current schoolwork and future course in college, insecurity over their physical appearance, bullying from other students, and relationships with friends. Among these factors, stress caused by conflicts with teachers and family was the most frequently cited, while stress from their friends was the least cited. The motive in using the Internet was found to be bound with several factors. These include: a form of diversion, a way to communicate with others, a means in coping with loneliness, a source of news and information, a form of passing away time, a kind of habit, and others. Among these motives, passing away time and indulging a habit were cited the most, followed by news and information search, and a form of diversion. Second, as a subordinate factor in Internet addiction, the following were cited: formation of tolerance, health issues, occurrence of problems related to daily life, satisfaction or a pleasant sensation, withdrawal, cover-up on the use of the Internet, and formation of virtual interpersonal relationships, and others. Among these, the formation of tolerance came out the highest, followed by health issues, daily life, and problems related to daily life. Third, in terms of the effects of stress on the motive in using the Internet, the research found that the more the students felt stressed out by conflicts with their teachers and family, the more they tended to use the Internet to communicate with others, to cope with loneliness, to obtain newsI and information, to passawaytime, and to indulge a habit Also, the more they felt stressed out by the living environment, the more they tended to use the Internet to communicate with others, to cope with loneliness, and use news and information. The more they felt stressed out by their schoolwork and future course in college, they tended to use the Internet as a form of diversion and to secure news and information. The more they felt stressed out by their insecurity over their physical appearance and being victimized by bullies, the more they tended to use the Internet to cope with loneliness. Fourth, as for the effect of several variables on student addiction to the Internet, the study found that the more students felt stressed out by their living environment, by schoolwork and future course in college, by their physical appearance, and bullying from other students, the more they used the Internet as a form of diversion, a communication tool, and as a means of passing away time or indulging a habit. The study came up with the finding that the more the students used the computer and the Internet, the probability of their getting addicted to the Internet got higher.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of Food Hygiene and Safety
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• v.29 no.3
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• pp.189-194
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• 2014

This study was conducted to evaluate microorganism contamination of food utensils and service facilities in school and to prevent hazards by food poisoning occurrence. As a result, the highest number of microorganism growth plate ($12.3{\pm}2.6$) was detected in total bacteria test plate, and also observed $10.3{\pm}3.9$ growth plates in Staphylococcus aureus test plate and $9.5{\pm}3.9$ growth plates in E. coli and coliform bacteria test plate. But we could detect to the lowest number of growth plates ($1.5{\pm}1.0$) in Vibrio test plate. We also assessed that floors were appeared to the highest microorganism contamination rate in food utensils and service facilities. Therefore, $4.5{\pm}0.6$ growth plates was detected in pre-operation floor and $4.3{\pm}1.0$ growth plates in floor. And high level of microorganism contamination also observed in tables as $3.3{\pm}1.0$ growth plates in cooking table and $3.0{\pm}0.0$ growth plates in dining table. The level of microorganism contamination of food utensils such as kitchen knife, cutting board, and food tray were lower than that in food service facilities. We analysed microorganism contamination according to purpose of use in kitchen knifes and cutting boards. The microorganism contamination rate in fish kitchen knife ($2.0{\pm}0.8$) and fish cutting board ($1.3{\pm}1.5$) were slightly higher than that of others purpose of use. As a result of microorganism identification, various strains of microorganism were contaminated in food service facilities and some strains could detected more than two times. Especially, Staphylococcus aureus was repeatedly identified in cooking table, trench, and kitchen knife. Bacillus cereus was identified in kitchen knife, and then Pseudomonas fluorescens and Pseudomonas aeruginosa were also detected in food utensils and service facilities as known to food spoilage microorganisms. Klebsiella pneumoniae was detected four times repeat, which widely distribute natural environment as normal bacterial flora but sometimes cause acute pneumonia. These results suggest that food utensils and service facilities are contaminated with not only major food poisoning microorganisms such as Staphylococcus aureus, but also food spoilage microorganisms. Taken together, strict personal hygiene control and efficient food service facilities management will be needed to enhance food safety in school feeding and to improve student health.

• Research in Community and Public Health Nursing
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• v.11 no.1
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• pp.21-36
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• 2000

The purpose of this study was to assess the needs of breast self examination education (BSEE) programs for developing nursing centers. A first, we reviewed the literature of activity and management-related factors of nursing centers: and, second. we used a questionnaire to discover the degree of knowledge, attitude, and practice on breast cancer, as well as an individual's intention to participate BSEE program. 1. Reviewing the literatures of nursing center activities. Nursing centers which were administered by a professional nurse are an ideal site for faculty and student practices. With the use of nursing models of health. professional nurses in nursing centers diagnose and treat human responses to potential and actual health problems and offer holistic, client-centered health service. In nursing centers professional nursing services include health education, health promotion, and health-related research. A nursing center is comprised of the advisory and exacutive commitee; the advisory commitee serves consultants and links community needs to the nursing center, while the director of the exacutive commitee identifies the potential resources to generate funds, support, and facilitate the activities of staffs in a nursing center. Nursing centers mobilize various financal resources for reimbursement of services from college and insurance companies, collect minimum service fees from the client, and further collect fees for providing programs to community groups, this also includes membership fees, and donations. The services provided by nursing centers focus on services related to primary prevention, health maintenance & health promotion, direct nursing care for acute & chronic diseases, and holistic care for actual and potential health problems. The client satisfaction for the services was high. Students also showed positive reponses for their clinical experiences and independent working conditions. 2. The degree of knowledge, attitudes, and practices for breast cancer. and an individual's intention to participate in the BSEE program. The subjects of this study were 308 females in K-city in the Republic of Korea. Data were collected using a self-administered questionnaire. The mean age of the respondents was 35.0 years old. Those who already participated in the BSEE were 64.9%, and those who had support and encouragement to practice BSE from significant others were 25.1 %. Clients intent to participate in the BSEE were 37.0%. The mean score of knowledge(2.4 out of 5 points) and practices(1.8 out of 5 points) for breast cancer were quite low, but the mean score of attitudes was relatively positive04.5 out of 20 point) for breast cancer. Those who already had BSEE showed significantly high scores in knowledge(t=6.48, p<0.01), attitudes (t=10.54, p<0.01). and practices(t=57.07, p<0.001) for breast cancer than those who had not participated in the BSEE. In all age groups no intention to participate in the BSEE was higher than who the intention to participate. These findings suggest some strategies should be developed to increase the awareness of breast cancer's early detection.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1002-1016
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• 2010

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

• Clinical and Experimental Reproductive Medicine
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• v.33 no.4
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• pp.237-243
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• 2006

Objective: The aim of this study was to evaluate the efficacy of frozen-thawed ET in poor prognosis patients such as the old age (38~44 years; OA group) and the patients who did not achieve clinical pregnancy with the first fresh ET cycle (non-pregnant patients; NP group). Methods: Laboratory and clinical data were collected from fresh and frozen-thawed ET cycles of OA and NP group. Controlled ovarian hyperstimulation (COH) and conventional insemination or ICSI, in vitro culture and ET were performed by routine procedures. Supernumerary embryos were frozen by the slow freezing method, and frozen embryos were thawed by the rapid thawing method. Embryo development, pregnancy and implantation rates were statistically analyzed by Student t-test and chi square test Results: Mean ages were similar between fresh ET ($40.0{\pm}1.8$ years, n=206) and frozen-thawed ET ($39.9{\pm}1.9$ years, n=69) cycles in OA group. However, the clinical pregnancy and implantation rate of subsequent frozen-thawed ET significantly higher than those of fresh ET cycles (29.0% and 11.2% vs. 16.5% and 7.0%, p<0.05). In NP group, there was no difference in the mean age between fresh ET ($31.2{\pm}2.3$ years, n=40) and frozen-thawed ET ($31.9{\pm}3.1$ years, n=119) in subsequent cycles. The clinical pregnancy and implantation rates were similar between the subsequent fresh ET (42.5% and 22.6%) and the frozen-thawed ET (40.3% and 18.8%). Conclusion: In old age patients, higher pregnancy rate of frozen-thawed ET compared to fresh ET cycles in this study. It may be related that better uterine environments for implantation in frozen-thawed ET cycles than that of non-physiological hormonal condition in uterus of fresh COH cycles.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.646-658
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• 2004

In this study, the effects of feedback types in self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment and the feedback provided were also examined. Ten classes from a middle school were chosen. Five of those classes were assigned to the comparative group that any type of feedback was not provided and the other five classes were assigned to the experimental group which feedback was provided. The experimental group was further divided into three groups for implement of three types of feedback. Experimental group A was given feedback in the form of written comments and experimental group B was provided feedback through correct-wrong response to the students answer. Experimental group C was provided oral feedback to the whole class. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. There were significant differences between the experimental group and comparative group in understanding of scientific concepts. The enhancement of science-related attitudes was also significantly higher for the experimental group. There were significant differences between the experimental groups in science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the types of feedback in experiment groups. Interviews with the students of the experimental groups showed that students had positive attitudes towards self-assessment and the types of feedback. And they regarded self-assessment and feedback as helping them understand the science concepts. In conclusion, it was acknowledged that providing feedback in self-assessment showed considerably positive influences on the improvement of the understanding of scientific concepts and science-related attitudes.