• Journal of the Korean Society of School Health
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• v.10 no.1
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• pp.41-50
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• 1997

The purpose of this study is to provide fundamental data supporting facilitation of a formal health education performed by school nurses as health educators. To evaluate the teacher expertise of school nurses as health educators, this study analyzed the present status of health education and the recognition of self-confidence in teaching ability of school nurses. Self addressing questionnaire were mailed out to 340 secondary school nurses in Seoul and out of them 244 nurses (71.8%) responded to the survey. Analysis of the data was made using t-test and ANOVA in SAS program. The major results are as follows : 1. The total health instruction performance rate was 84.6% (204). Regular health instruction was carried out by 66 nurses and the rest of the 155 subjects gave irregular instruction on health education. 2. Regular health education classes was offered as a part of physical education class hour by 89.4% of the respondents whereas only 10.6% of them had formal health education classes. The survey showed that irregular health education classes were mainly held in physical education class hours (70.3%) and 14.8% had opportunities for additional classes on health education. 3. The average class for regular health education was 5 hours per week but for irregular health education classes were only one hour per semester (32.9%). 4. Among the 11 categories of health education, education on drug abuse and body structure and function and physical development occupied 95.6%, 69.6% respectably while physical training, family health, social health occupied 10.8%, 12.7%. 5. Health education was given much more at public schools (88.2%) than at private schools. 6. 232 (95.0%) school nurses agreed with the necessity of formalizing health education classes and 227 (93.1%) wanted to change their status from school nurses to formal health teachers. 7. There is a tendency to change the status from school nurse to formal health teacher, and the necessity of having a formal curriculum on health education while less recognized by the older and longer-careered nurses was more recognized by those nurses with higher education. 8. The lack of administrative support (79.5%), work burden (77.9%), and lack of teaching competency (22.1%) were the greatest problems. 9. Education on drug abuse was stressed the most whereas physical training was most neglected. 10. There is a tendency that older and longer-careered school nurses thought less positively of their status, and then 98 (81.1%) school nurses acknowledged themselves as professional teachers. 11. 176 (72.5%) school nurses agreed with the necessity of continuing education : health knowledge and teaching skills for formal health teachers. 12. 179 (73.8%) school nurses had a positive attitude and undergraduate preparation and the practice of professional health teachers. 13. The school nurses had self-confidence in their teaching competence, teaching strategies and knowledge in all 11 health education areas.

• Journal of Food Hygiene and Safety
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• v.31 no.3
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• pp.194-200
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• 2016

Aflatoxins and ochratoxin A (AFTs and OTA) are secondary fungal metabolites produced by several moulds, mainly by Aspergillus flavus by Aspergillus ochraceus and Penicillium verrucosum, and these toxins can be transferred to animals and humans through the ingestion of contaminated feed and food. This study was to develop the analytical method for determination the levels of AFTs ($B_1$, $B_2$, $G_1$ and $G_2$) and OTA in pork. The AFTs and OTA were analyzed simultaneously by electrospray ionization in positive ion mode and mass reaction monitoring (MRM) after solid phase extract (SPE) columns clean-up. Performance characteristics, such as accuracy, precision, linear range, limit of detection (LOD) and quantification (LOQ), were also determined. Matrix-matched standard calibration was used for quantification, obtaining the recoveries in the range of 67.3~108.2% with the relative standard deviations of < 20%. Limits of detection and quantification were also estimated, obtaining the limits of quantification ranged in $0.7{\sim}1.3{\mu}g/kg$. The results of the inter-day study, which was performed with pork samples for 3 days, showed an accuracy of 92.0~109.9%. The precisions (expressed as relative standard deviation values) for the inter day variation were 2.6~17.8%. The method developed in this study was able to carry out the analysis with the satisfactory intensity and accuracy.

• Tuberculosis and Respiratory Diseases
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• v.81 no.3
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• pp.247-255
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• 2018

Background: Patients with acute respiratory failure secondary to tuberculous destroyed lung (TDL) have a poor prognosis. The aim of the present retrospective study was to develop a mortality prediction model for TDL patients who require mechanical ventilation. Methods: Data from consecutive TDL patients who had received mechanical ventilation at a single university-affiliated tertiary care hospital in Korea were reviewed. Binary logistic regression was used to identify factors predicting intensive care unit (ICU) mortality. A TDL on mechanical Ventilation (TDL-Vent) score was calculated by assigning points to variables according to ${\beta}$ coefficient values. Results: Data from 125 patients were reviewed. A total of 36 patients (29%) died during ICU admission. On the basis of multivariate analysis, the following factors were included in the TDL-Vent score: age ${\geq}65$ years, vasopressor use, and arterial partial pressure of oxygen/fraction of inspired oxygen ratio <180. In a second regression model, a modified score was then calculated by adding brain natriuretic peptide. For TDL-Vent scores 0 to 3, the 60-day mortality rates were 11%, 27%, 30%, and 77%, respectively (p<0.001). For modified TDL-Vent scores 0 to ${\geq}3$, the 60-day mortality rates were 0%, 21%, 33%, and 57%, respectively (p=0.001). For both the TDL-Vent score and the modified TDL-Vent score, the areas under the receiver operating characteristic curve were larger than that of other illness severity scores. Conclusion: The TDL-Vent model identifies TDL patients on mechanical ventilation with a high risk of mortality. Prospective validation studies in larger cohorts are now warranted.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.686-698
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• 2007

The purpose of this study was to investigate the perceptions and practices of secondary science teachers who participated in an Earth science teachers' research roup about teaching geologic field trips. Four Earth science teachers participated in this study. Data included field trip observations, semi-structured interviews with teachers and students, and analysis of instructional materials and students' reports from the field trip. Field trip observations and interviews were video- and audio-taped and transcribed. Results indicated that teacher participants focused more on aesthetic objectives for geologic field trip. The participants' instruction tended to show rather teacher-centered explanation due to limited time at each field site though various teaching strategies were used at times to engage students in a scientific inquiry. This group of teachers strived to develop their professional ability to guide geologic field trip by working with a small study group with colleagues, participating geologic field trips, and enrolling graduate programs.

• Journal of the Korean Geographical Society
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• v.43 no.1
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• pp.154-169
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• 2008

Geography textbooks often have treated the world as a collection of independent nations. Also, many scholars have warned of ethnocentric bias in geography textbooks. Global education that emphasizes world interdependence and pursues global perspectives offers some possibilities to go beyond the status quo of current World Geography textbooks. The primary objective of this study is to analyze current US World Geography textbooks in terms of global education. A secondary objective is to explore a framework for rereading World Geography textbooks critically. This interpretive qualitative case study indicates that US World Geography textbooks maintain an imperialist and American-centered perspective. Especially, the case of Korea shows that other places and people are underrepresented through dichotomy, negative attitude and exclusion, misconception and stereotyping, and simplification in textbooks. Therefore, we need to detect conscious and unconscious fallacy and bias, to understand the world view and experiences of underrepresented people, and to deal with controversial global issues from diverse perspectives through global perspectives and post-colonial perspectives of global education.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.17-34
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• 2014

This study aimed to examine the research trends and to suggest future research directions in teaching-learning methods for Home Economics education, by analyzing articles published in three major academic journals in the field. From each of the research studies, the teaching-learning method, the related content area, and the learning effect measures were quantitatively codified. The data were analyzed using frequency analysis and cross-tabulations. According to the results, the number of teaching-learning method studies steadily increased since 1998 and peaked in 2010 and 2011. The most frequently studied content areas were combinations of more than two content areas, and the most frequently studied teaching-learning method was the Content-Based methods, followed by Practical Thinking/Problem Solving, and IT-Based methods. The most frequently used measures of learning effect were Knowledge/Understanding, Attitudes toward Home Economics subject, General Attitudes/Competencies, and the Attitudes toward the Instructional Method, in the order of frequencies. The results of this study are expected to contribute to the teaching-learning method research and also provide implications to the documentation of Home Economics curriculum for secondary education.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.37-54
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• 2013

This study aimed at examining the characteristics of the Korean home economics achievement standards at secondary education level, and comparing with those of U.S. home economics national standards. The specific research questions were as follows. First, the characteristics of Korean and U.S. achievement standards were examined respectively. Second, the standards of the two countries were examined in terms of the grades involved, development areas, specification level, sequence of courses, and format of statements, adopting the analysis framework of Lee, Jang, and Park(2012). Third, the achievement standards of the two countries for specific content areas, i.e. 'understanding adolescents' and 'understanding family' were compared in terms of the styles and format of statements. The findings suggest that in developing the Korean achievement standards, integration with the curriculum and detailed and specific statements are important to facilitate adoption at schools. The results of the comparison with the U.S. national standards indicates that it is important to emphasize academic rationale to home economics as a subject by clearly presenting the concepts, contents, and categories. Also, the standards will need to be stated in specific terms to allow practices and evaluations, rather than in terms that reflect value judgments.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1256-1271
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• 2004

The importance of science attitudes is more increasing in science education. Science attitudes may influence students' attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students' science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students' science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.735-750
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• 2013

The purpose of this study is to relieve the difficulties caused by science terminology in science learning and increasing the efficiency of science education. The reason why students experience difficulties in science terminology is because science words are used without being filtered by a criteria and students have not had the opportunity to be educated properly in science terminology. As a way to solve this problem, we propose establishing a criteria about the science words used in science education and to teach the science words systematically to the students under the criteria. In this study, we used the method of empirical linguistics that investigate the science terminologies actually used in science education to establish a criteria for science words. As a basic research for this, we analyzed all words contained in the physics section of science textbooks for elementary and secondary schools. And then, we collected all words used in the physics section of science textbook, and selected the science words for teaching, and rated them by grade. As a result, a total of 930 physics terms were selected as the science words for grade 3 to 10. The numbers of physics terms per grade were as follows: 66 words for the 3rd grade, 38 words for the 4th grade, 35 words for the 5th grade, 28 words for the 6th grade, 203 words for the 7th grade, 135 words for the 8th grade, 123 words for the 9th grade, and 302 words for the 10th grade.