• Journal of Korean Home Economics Education Association
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• 제25권2호
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• pp.1-19
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• 2013

The purpose of this study was to develope and implement a project teaching learning process plan in order to improve a creativity and character for 'residential space utilization' section of Technology Home Economics in middle school. The teaching learning process plan consisting of 15-session lessons had been developed and implemented according to the ADDIE model mixed with 6 project learning steps. In the development stage, 8 activity materials(7 individual and 1 group activity sheets) and 7 teaching learning materials(2 sets of pictures & photos, 4 moving pictures and 1 space plan resources book) were developed for the 15-session lessons. The plans applied to 5 classes 163 students in the second grade of G middle school in Gwangju during Oct. 17th to 18th of Nov. 2011. The results from the survey and portfolio showed that the 15-session lessons had overall achieved the general goal of the project teaching learning process plan to improve a creativity and character. Students were stimulated by individual and group activities with creativity and character elements in the class. The students evaluated the whole process of 15 lessons were interesting and helpful to improve creativity and consideration and cooperation of aspect of character. The individual and group results of the portfolio were excellently and creatively done with the average of nearly 85% points. The researcher also found the improving process of students in the whole classes. This plan might apply to other parts of housing as well as various other areas of home economics.

• Korean Journal of Agricultural and Forest Meteorology
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• 제21권1호
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• pp.29-41
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• 2019

Terrestrial Gross Primary Production (GPP) is the largest global carbon flux, and forest ecosystems are important because of the ability to store much more significant amounts of carbon than other terrestrial ecosystems. There have been several attempts to estimate GPP using mechanism-based models. However, mechanism-based models including biological, chemical, and physical processes are limited due to a lack of flexibility in predicting non-stationary ecological processes, which are caused by a local and global change. Instead mechanism-free methods are strongly recommended to estimate nonlinear dynamics that occur in nature like GPP. Therefore, we used the mechanism-free machine learning techniques to estimate the daily GPP. In this study, support vector machine (SVM), random forest (RF) and artificial neural network (ANN) were used and compared with the traditional multiple linear regression model (LM). MODIS products and meteorological parameters from eddy covariance data were employed to train the machine learning and LM models from 2006 to 2013. GPP prediction models were compared with daily GPP from eddy covariance measurement in a deciduous forest in South Korea in 2014 and 2015. Statistical analysis including correlation coefficient (R), root mean square error (RMSE) and mean squared error (MSE) were used to evaluate the performance of models. In general, the models from machine-learning algorithms (R = 0.85 - 0.93, MSE = 1.00 - 2.05, p < 0.001) showed better performance than linear regression model (R = 0.82 - 0.92, MSE = 1.24 - 2.45, p < 0.001). These results provide insight into high predictability and the possibility of expansion through the use of the mechanism-free machine-learning models and remote sensing for predicting non-stationary ecological processes such as seasonal GPP.

• The Korean Journal of Malacology
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• 제29권4호
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• pp.263-272
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• 2013

The development of swift's scallop Chlamys swiftii, reared in the laboratory, has been examined through the investigation of morphological characteristics in fertilized egg, larvae and juvenile. Eggs were fertilized with a dilute sperm solution to improve the survival of fertilized eggs. Developing larvae were maintained at a temperature of $16{\pm}0.5^{\circ}C$ and salinity concentration of 33 ppt. We have investigated the fertilization rates and egg number spawned at several stimulating conditions such as sunlight exposure, air dry, seawater temperature rise ($5^{\circ}C$) and seawater temperature rise ($5^{\circ}C$) after exposure of air dry for spawning induction of swift's scallop Chamys swiftii. Stimulation treated with sunlight exposure and seawater temperature rise ($5^{\circ}C$) have shown the spawning number of 700,000-900,000 and 700,000-800,000 per individual, respectively while stimulation treated with seawater temperature rise ($5^{\circ}C$) after exposure of air dry have shown the high spawning number of 1,000,000-1,500,000 per individual. Survival rate of D-shaped larvae of swift's scallop put into the different seawater temperatures of $8^{\circ}C$, $12^{\circ}C$, $16^{\circ}C$, $20^{\circ}C$ and $24^{\circ}C$ has been 4.1%, 11.6%, 32.7%, 18.6% and 3.2%, respectively. Fertilized eggs with the diameter of $72{\mu}m$ developed into trochophore larvae of $103{\pm}3.8{\mu}m$ shortly after 35 hours and to D larvae of $129{\pm}10.4{\mu}m$ shell length within 72 hours. It took 336 hours to become initial Umbo-stage larva of $145{\pm}16.8{\mu}m$ shell length. Post larvae, which have been $197{\pm}13.6{\mu}m$ shell length, spontaneously have settled in the attachment substances. It have required 528 hours from fertilized eggs to early attached juvenile to become initial juvenile size of $245{\pm}15.8{\mu}m$ shell length.

• Journal of Korean Home Economics Education Association
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• 제30권1호
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Journal of Physiology & Pathology in Korean Medicine
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• 제32권4호
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• pp.232-246
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• 2018

The purpose of this research is to contribute to clinical researches on neck pain and cervical spondylosis by reviewing the latest research trends and evaluation tools through the analyses of clinical studies on neck pain and cervical spondylosis over the last 5 years. 70 papers satisfying the selection conditions among the RCT papers that had been searched as "neck pain" or "cervical spondylosis" at Pubmed(https://www.ncbi.nlm.nih.gov/pubmed) from March 2011 to February 2016 were targeted. Papers were numbered in order of their publication dates and analyzed by classifying their contents into 1) pain classification, 2) treatment type, 3) treatment duration, 4) treatment time, 5) number of participants, 6) evaluation tools and methods of research, and 7) evaluation duration. 55 papers targeted chronic neck pain, 6 papers acute and subacute neck pain, and 2 papers subacute and chronic neck pain. In comparison by intervention, 43 papers corresponded to physical therapy, 3 papers to acupuncture, 1 to herbal fomentation, 5 to medication, and 18 papers corresponded to multilateral comparisons comparing the efficacy by various interventions. In research period, there were 50 papers based on treatment period, 16 papers based on the number of treatments, and 4 papers based on different periods depending on each group. In treatment duration, the cases from 1 month or more to less than 3 months were most, followed by the cases of less than 1 month, and the cases from 3 months or more to less than 6 months. In treatment frequency, the number of treatments of the treatment group was the same as that of the control group in 51 papers, and many treatments were conducted by the methods of acupuncture, manual therapy, and injection therapy in cases of once or twice of treatments, and physical therapy and electroacupuncture corresponded mainly to the cases from 3 times or more to less than 10 times of treatments, and retrospective observation and exercise programs corresponded mainly to the cases of more than 30 times of treatments. In the number of subjects of the researches, the cases from 50 or more to less than 100 were most, followed by the cases from 20 or more to less than 50. There were 7 evaluation tools cited 10 times or more: VAS, NRS, PPT, NDI, NPQ, CROM, and SF-36. In evaluation period, 37 papers evaluated only during the treatment period, and 33 papers conducted follow-up. In follow-up period, the cases of less than 3 months were most, followed by the cases from 6 months or more to less than 1 year, and the cases from 3 months or more to less than 6 months. When planning clinical researches on cervical pain in the future, appropriate intervention methods, frequency and duration of treatment, period of follow-up, appropriate number of subjects and selection of evaluation tools for objective validity will have to be considered. In addition, randomization, double-blind, etc. will have to be considered for researches with high basis level.

• Journal of Korean Home Economics Education Association
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• 제26권1호
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.

• Journal of Korean Home Economics Education Association
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• 제28권1호
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Journal of Korean Home Economics Education Association
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• 제29권1호
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• pp.15-33
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• 2017

The purpose of this study was to develop and evaluate a practical problem-based teaching learning process plan for safety in residential environment to raise safety awareness of middle school students. The plan consisting of 4 lessons has been developed and implemented according to the ADDIE model. Various activity materials (26 student's activity sheets and 8 reading texts, and 8 teacher's reading texts) and visual materials (4 sets of pictures & photos and 8 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented by the researcher to 4 classes 121 freshmen of M boy's middle school in Kyeongbuk during December 21st to 29th, 2015. Students were highly enjoyed and satisfied with the whole 4-lessons in the aspects such as the level of participation in the lesson, understanding of the contents, adequacy of materials and activities, and usefulness in own's daily life. Students also reported that they were highly aware to practice the contents learned from the lessons in daily family life at home with one's family and recommended to teach the lessons to other schools, too. It can be concluded that the teaching learning process plan for safety in residential environment would raise safety awareness of middle school students through the Home Economics subject.