• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.77-95
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• 2018

Objective: The purpose of this study was to examine the mediating role of school adjustment in the relationship between adolescents' mastery goal orientation and life satisfaction, and the differences according to gender in the relationship. Methods: The participants were 1,947 students from the 3rd, 4th, and 5th waves of the Korean Child Youth Panel Study(KCYPS). The data were analyzed with structural equation modeling(SEM) and multiple group analysis. Results: First, school adjustment of 1st graders in middle school mediated the relation between mastery goal orientation of 6th graders in elementary school and life satisfaction of 2nd graders in middle school. Second, the differences in gender were confirmed. The effect of mastery goal orientation of 6th graders in elementary school on school adjustment of 1st graders in middle school is higher for boys. In contrast, the effect of school adjustment of 1st graders in middle school on life satisfaction of 2nd graders in middle school is higher for girls. Conclusion/Implications: The results of this study suggested that mastery goal orientation before entering middle school and school adjustment after entering middle school could be important variables to increase adolescents' life satisfaction. Also, it is necessary to consider gender difference for long-term intervention for improving adolescent life satisfaction.

• Nutrition Research and Practice
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• v.7 no.3
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• pp.166-171
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• 2013

The purpose of this study was to investigate the effects of lotus leaf on hyperglycemia and dyslipidemia in animal model of diabetes. Inhibitory activity of ethanol extract of lotus leaf against yeast ${\alpha}$-glucosidase was measured in vitro. The effect of lotus leaf on the postprandial increase in blood glucose levels was assessed in streptozotocin-induced diabetic rats. A starch solution (1 g/kg) with and without lotus leaf extract (500 mg/kg) was administered to the rats after an overnight fast, and postprandial plasma glucose levels were monitored. Four-week-old db/db mice were fed a basal diet or a diet containing 1% lotus leaf extract for 7 weeks after 1 week of acclimation to study the chronic effect of lotus leaf. After sacrifice, plasma glucose, insulin, triglycerides (TG), total cholesterol (CHOL), high-density lipoprotein (HDL)-CHOL, and blood glycated hemoglobin levels were measured. Lotus leaf extract inhibited ${\alpha}$-glucosidase activity by 37.9%, which was 1.3 times stronger than inhibition by acarbose at a concentration of 0.5 mg/mL in vitro. Oral administration of lotus leaf extract significantly decreased the area under the glucose response curve by 35.1% compared with that in the control group (P < 0.01). Chronic feeding of lotus leaf extract significantly lowered plasma glucose and blood glycated hemoglobin compared with those in the control group. Lotus leaf extract significantly reduced plasma TG and total CHOL and elevated HDL-CHOL levels compared with those in the control group. Therefore, we conclude that lotus leaf is effective for controlling hyperglycemia and dyslipidemia in an animal model of diabetes mellitus.

• The Korean Journal of Food And Nutrition
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• v.24 no.3
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• pp.295-305
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• 2011

The goal of this study was to provide basic data for the future development of dietary life education in elementary schools by understanding the current conditions of the program after the execution of the Dietary Life Education Support Act. We conducted a survey to understand dietary teachers' recognition of dietary life education in elementary schools. We found that teachers' recognition was low and that dietary life education in elementary schools is still carried out indirectly by focusing on nutrition knowledge. Dietary life education is carried out during lunch time and dietary life-related class hours. However teachers of lower class levels did not have any practical subject related to dietary life and responded that a lack of time devoted to dietary life education was the biggest problem with the program. Most teachers responded that dietary life education in elementary schools is necessary for the formation of students' sound dietary habits, and that the development of a system of teachers directly responsible for dietary life education is necessary. In the past, dietary life education has typically been carried out at home, but now schools are required to play a role because of family nuclearization and the increase in working couples. Therefore, to revitalize dietary life education programs in elementary schools according to the Dietary Life Education Support Act, we suggest more systematic and segmentalized studies.

• Journal of the East Asian Society of Dietary Life
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• v.17 no.5
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• pp.746-752
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• 2007

The purpose of this study was to investigate the effects of HACCP education on improvements of knowledge in school foodservice employees in Gyeonggi-do, particularly in Anyang, Ansan, Siheung and Hwasung City. A first and second questionnaire was answered both before and after HACCP education that was directed by a dietitian. The change in HACCP knowledge after education, as compared to before, was statistically significant(p<0.01). Specifically, the average score after education increased more than 30 points in CCP2 and CCP6, and more than 60 points in CCP3. Most of the school foodservice operations performed sanitary education once a month; however, they did not perform regular HACCP education. The fact that the level of sanitary knowledge was different after HACCP education than before suggests the possibility of improving the sanitary performance levels of foodservice employees through continual education.

• Asian-Australasian Journal of Animal Sciences
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• v.31 no.12
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• pp.1956-1962
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• 2018

Objective: This experiment was carried out to determine the effects of different creep feed types on suckling performance and further adjustments to solid feed after weaning. Methods: A total of 24 multiparous sows and their litters were allotted to one of three treatment groups: i) provided highly digestible creep feed (Creep), ii) provided a pig weaning diet (Weaner), and iii) provided sow feed (Sow) as creep feed until weaning. After weaning, a total of 96 piglets were selected for evaluation of post-weaning performance. Results: For pre-weaning performance, the Creep treatment led to a significantly higher feed intake from 14 to 28 d (p<0.05) and higher body weight gain from 21 to 28 d than piglets that were provided other diets. However, after weaning, the Weaner treatment yielded a significantly higher feed intake and average daily gain than other treatments from 0 to 14 d after weaning (p<0.05); Creep treatment tended to generate lower villus heights in the duodenum than the other treatments (p = 0.07). Conclusion: Highly digestible creep feed improved pre-weaning performance, but feed familiarity and grain-based creep feed improved post-weaning performance.

• Proceedings of the Korean Society of Food Hygiene and Safety Conference
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• 2001.10a
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• pp.232-234
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• 2001

• Journal of Veterinary Science
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• v.22 no.4
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• pp.49.1-49.6
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• 2021

The S1 protein of the infectious bronchitis virus (IBV) is a major structural protein that induces the production of the virus-neutralization antibodies. The monoclonal antibody against the IBV M41 S1 protein was used as a target for biopanning. After three rounds of biopanning, randomly selected phages bound to the monoclonal antibody. Sequence analysis showed that the dominant sequence was SFYDFEMQGFFI. Indirect competitive enzyme-linked immunosorbent assay showed that SFYDFEMQGFFI is a mimotope of the S1 protein that was predicted by PepSurf. The mimotope may provide information for further structural and functional analyses of the S1 protein.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.2
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• pp.5-26
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• 2020

This study applied a bibliotherapy program based on play-oriented interaction to lower-graders in elementary school and examined its effect on the ability to adapt to school life. For this purpose, reading therapy research was conducted using research subjects consisting of ordinary second graders in elementary school located in District K, Seoul. Total of twelve ninety-minute sessions of the reading therapy program were implemented in school library once or twice a week. Adaptability to school life was tested before and after the reading therapy program and the Kinetic School Drawing (KSD) test, which was conducted before and after the implementation of reading therapy program. The results of this study can be summarized as follows; First, the reading therapy program based on play-oriented interaction was proven to have a positive impact on overall adaptation of second graders in elementary school. Second, among the sub factors of the adaptability to school life among the second graders in elementary school, reading therapy program based on play-oriented interaction positively affected teacher relation, peer relation, school lesson, and compliance with the school rules.

• Journal of the Korean Home Economics Association
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• v.31 no.2
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• pp.1-14
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• 1993

The purpose of this study is to find the differences between home economics before and after korean Independence of the dominance of Japanes Empire. The specific aimes are to compare the subject organization, educational purpose and subject contents etc. of home economics in korean school before with after the Korean Independence of the dominance of Japanes Empire. The methods to study were to analyze some documents(laws or regulations)and textbooks etc. at that time. The result of this study is summerized as follow. 1. The subject of home economics in primary school were‘Jaibong(sewing)’,‘Kasa(household affairs)’just before Korean Independence of Japan in 1945. But the subject of home economics changed to‘Yori(cooking)’,‘Jaibong’after Korean Independence in 1945. In 1946,‘Yori’and Jaibong were integrated in‘Kasa’. In 1954, ‘Kasa’changed to ‘Silkwa(Practical Course)’. The subject of home economics in middle or high girl school were‘Kajeong(home)’, ‘Yuga(nursing)’,‘Bogeon(preservation of health)’,‘Pibok(clothing)’just before Korean Independence in 1945. But the 4 subjects changed to‘Kasa’,‘Jaibong’,‘Suye(embroidery)’and the 3 subjects changed‘Sileop and Kajeong(home affairs)’again. 2. The hours per week assigned to home economics education were higher in high school years than in low school years both in primary schools and middle or high schools. 3. Among various home economics subjects, the hours assigned to‘Jaibong’were higher than any other home economics subjects. But The hours assigned to the‘Kasa’tended to increase in high school years. 4. The purpose of home economics education in schools before Korean Independence of Japan focused of fostering korean's loyalty to Japan Empire in the end and on cultivating womanly virtue etc. This tendency was more prominant in middle or high school than primary school. 5. Korean home economics education during about 10 years generally followed the home economics education of Japanes Empire. 6. The home economics education in primary school for school boys was practised after 1955(The period of 1th curriculum). Before that time was practised home economics education for school girls. 7. Generally home economics education in Korean schools was weakened after Korea became Independant of Japanes Empire in 1945. 8. The contents of home economics education after Korean Independence tended to follow those of Japan. Among domains of the home economics the rate of contents of‘siksainghwall(life of foods)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in primary, while the contents of‘oeusainghwal(life of clothing)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in middle education.

• Journal of Hospice and Palliative Care
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• v.15 no.1
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• pp.30-35
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• 2012

Purposes: Most medical schools in Korea do not provide adequate education in end-of-life care. This study was designed to illustrate the need to improve end-of-life care education and to assess the effect of the education on fourth-year medical students' awareness and attitude towards hospice and palliative care for terminally ill patients. Methods: One hundred sixty six fourth-year medical students were surveyed with questionnaires on end-of-life care before and after they received the education. Results: Before receiving the education, students most frequently answered "at the end of life" (33.6%) was appropriate time to write an advance medical directive. After the education, the most frequent answer was "in healthy status" (58.7%). More students agreed to withholding or withdrawing futile life-sustaining treatment increased after the education (48.1% vs. 92.5% (P<0.001) for cardiopulmonary resuscitation, 38.3% vs. 92.5% (P<0.001) for intubation and mechanical ventilation, 39.1% vs. 85.8% (P<0.001) for inotropics, 60.9% vs. 94.8% (P<0.001) for dialysis and 27.8% vs. 56.0% (P<0.001) for total parenteral nutrition). Significantly more students opposed euthanasia after the education (46.6% vs. 82.1%, P<0.001). All students agreed to the need for education in end-of-life care. Conclusion: After reflecting on the meaning of death through the end-of-life care education, most students recognized the need for the education. The education brought remarkable changes in students' awareness and attitude towards patients at the end of life. We suggest end-of-life care education should be included in the regular curriculum of all medical schools in Korea.