• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.173-186
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• 2008

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher's course based on a teacher's certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

• Korean Journal of Heritage: History & Science
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• v.54 no.4
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• pp.90-111
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• 2021

Seojangdaeyajodo is a drawing of Jangyongyoung's military night training on February 12 (lunar leap month), 1795. Focusing on the Seojangdaeyajodo, the positions and roles of the low-ranking soldier belonging to Jangyongyoung, and the composition and characteristics of military uniforms for each role were examined. The results ascertained by the historical research on the military uniforms are as follows. Deungronggun, noeja, sunryeongsu and daegisu who were placed in front of the king's Seojangdae were the low-ranking soldiers belonging to Jangyongyoung. The soldiers who escorted the king around Seojangdae were lowranking soldiers belonging to Jangyongyoung. The military uniform of the deungronggun was consisted of a jeolrip, a black heopsu, red gweja, indigo jeondae, white haengjeon and black shoes. The low-ranking soldier's heopsu suggested that it could also be a sochangui. He carried a sword and a red lantern. Noeja were divided into a sinjeonsu and a jujangsu. The military uniform of the noeja was consisted of a Jujeolrip, a black heopsu, red gweja, indigo jeondae, white haengjeon, and black shoes. Sunryeongsu were divided into a sinsigisu and a younggisu. The military uniform of the sunryeongsu was consisted of a jeongeon, a black heopsu, red gweja, indigo jeondae white haengjeon and black shoes. He carried a sword and a red lantern. The military uniform of the daegisu was consisted of a jeongeon, a black heopsu, blue gweja, indigo jeondae, white haengjeon and black shoes. He carried a sword and a flag. The soldiers surrounding Seojangdae and the seongjeonggun defending the fortress were the Chogun. The military uniform of the chogun was consisted of a jeolrip, a black heopsu, houi, indigo jeondae, white haengjeon and straw shoes. Houi was applying the five directional colors: the east is blue, the west is white, the south is red, and the north is black. He carried a sword and a gun. It was presented as an illustration of costumes that could produce contents by reflecting on these historical results. The basic principle of the illustration was to present the standards for 3D content production or actual production. Samples of form, color, and material according to the times and status were presented. The front, the side, and the back of each costume and the feature were presented, and the colors were presented in RGB and CMYK.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.1-23
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• 2022

This study examined the perceptions of Myanmar university students and professors regarding the status and necessity of higher education programs in fashion. Data were collected from professors in textile engineering at Yangon Technological University and Myanmar university students. Closed- and open-ended questions were asked either through interviews or by email. The responses were analyzed using keyword extraction and categorization, and descriptive statistics(closed questions). Generally, the professors perceived higher education, as well as the cultural industries including art and fashion, as important for Myanmar's social and economic development. According to the students interests in pursuing a degree in textile were limited, despite the high interest in fashion. Low wages in the apparel industry and lack of fashion degrees that meet the demand of students were cited as reasons. The demand was high for educational programs in fashion product development, fashion design, pattern-making, fashion marketing, branding, management, costume history, and cultural studies. Students expected to find their future career in textiles and clothing factories. Many students wanted to be hired by global fashion brands for higher salaries and training for advanced knowledge and technical skills. They perceived advanced fashion education programs will have various positive effects on Myanmar's national economy.

• Journal of Food Hygiene and Safety
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• v.34 no.1
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• pp.40-51
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• 2019

Ginseng has a unique production system that is different from those used for other crops. It is subject to the Ginseng Industry Act., requires a long-term cultivation period of 4-6 years, involves complicated cultivation characteristics whereby ginseng is not produced in a single location, and many ginseng farmers engage in mixed-farming. Therefore, to bring the production of Ginseng in line with GAP standards, it is necessary to better understand the on-site practices of Ginseng farmers according to established control points, and to provide a proper action plan for improving efficiency. Among ginseng farmers in Korea who applied for GAP certification, 77.6% obtained it, which is lower than the 94.1% of farmers who obtained certification for other products. 13.7% of the applicants were judged to be unsuitable during document review due to their use of unregistered pesticides and soil heavy metals. Another 8.7% of applicants failed to obtain certification due to inadequate management results. This is a considerably higher rate of failure than the 5.3% incompatibility of document inspection and 0.6% incompatibility of on-site inspection, which suggests that it is relatively more difficult to obtain GAP certification for ginseng farming than for other crops. Ginseng farmers were given an average of 2.65 points out of 10 essential control points and a total 72 control points, which was slightly lower than the 2.81 points obtained for other crops. In particular, ginseng farmers were given an average of 1.96 points in the evaluation of compliance with the safe use standards for pesticides, which was much lower than the average of 2.95 points for other crops. Therefore, it is necessary to train ginseng farmers to comply with the safe use of pesticides. In the other essential control points, the ginseng farmers were rated at an average of 2.33 points, lower than the 2.58 points given for other crops. Several other areas of compliance in which the ginseng farmers also rated low in comparison to other crops were found. These inclued record keeping over 1 year, record of pesticide use, pesticide storages, posts harvest storage management, hand washing before and after work, hygiene related to work clothing, training of workers safety and hygiene, and written plan of hazard management. Also, among the total 72 control points, there are 12 control points (10 required, 2 recommended) that do not apply to ginseng. Therefore, it is considered inappropriate to conduct an effective evaluation of the ginseng production process based on the existing certification standards. In conclusion, differentiated certification standards are needed to expand GAP certification for ginseng farmers, and it is also necessary to develop programs that can be implemented in a more systematic and field-oriented manner to provide the farmers with proper GAP management education.