• 대한공업교육학회지
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• v.33 no.2
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• pp.26-43
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• 2008

The purpose of this study is to survey of specialists cognition to authorize credits for the same subjects in entering a department of the same area in college among technical high school graduates. Today with generalized college education, about 80% of technical high school graduates enter college. Therefore, authorization of credits for the same subjects is necessary to reduce educational waste in terms of articulation among technical high schools, junior colleges and universities. In this study, a survey was conducted with 100 specialists in technical education, including technical high school teachers, researchers, and professors at junior college or technical college in university, getting answers from 84 subjects (81.25%). The results of this research can be summarized as follows: First, it is valid to authorize credits for all practical subjects completed in technical high school when technical high school graduates enter the same department at college but most of junior college professor unsuitable response. Second, it is valid to authorize credits through its own prescribed test for the same subjects when technical high school graduates enter the same department of engineering at junior college or technical college in university but opposed 62.5% of junior college professor. Third, it is most of respondent valid to authorize credits for the same subjects if results of its own examination for authorization by university are at a fixed level or higher when technical high school graduates are admitted as a junior at the same department in technical college of university after graduation from the same department at junior college.

• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.3
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• pp.13-24
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• 2019

Adolescence is a transitional stage of physical development which occurs during the period from puberty to adulthood. Going through this period, various parts of an adolescent's body grow at different rates, leading to different body shapes and proportions when compared to adults. Therefore, this study aimed to investigate the body sizes and shapes of junior high school boys from ages 13-15 based on body measurement items that are used as the basis for school uniform designs including jackets, shirts, and pants. For this, the study sought the basic data needed to develop body shapes and school uniform patterns for junior high school boys using the data from the 6th Size Korea Survey (2010). Specifically, it provided basic data for the development of school uniform patterns that fit well through the classification of bodies into particular types. After extracting body shape componen a cluster analysis using ANOVA was performed. According to the factor analysis conducted to determine body shape components, 5 factors were obtained as follows: Factor 1: bulk and horizontal size, Factor 2: body height and length, Factor 3: shoulder shape and length, Factor 4: characteristics of horizontal size, Factor 5: shape of the upper body with a variance of 82.62%. To classify junior high school boys' body shape was determined using various characteristics, and a cluster analysis was performed with the variables obtained by the factor analysis. For this, body shapes were classified into 3 different types: Type 1 accounted for 33.4%, with a total of 463 subjects. This type was a tall, long body individual with the smallest bulk and size. Type 2 accounted for 22.7%, with a total of 315 subjects. This type was large in bulk and horizontal size, but the lowest in height and length. Type 3 accounted for 43.9%, with a total of 610 subjects. This type was close to average in terms of horizontal size, length, and height. To develop well-fitting school uniforms for junior high school students, there should be further studies on changes in body shape and their associated causes. The study results will be available as basic data for comparing branded school uniform patterns for junior high school boys and developing school uniform patterns based on body shape, using 3D virtual clothing simulations.

• Korean Journal of Community Nutrition
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• v.7 no.5
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• pp.705-714
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• 2002

The purpose of this study was to examine the relative importance of everyday life stress, obesity stress, and social support on the BMIs of junior. high school students. Subjects in this study consisted of 229 adolescents from two junior high schools in Iksan-city and Hamyul-eup. For data analyses, the frequencies, percentages, means, 1-tests, Chi-squares, one-way ANOVAS, Pearson's correlation coefficients and regressions were conducted using SPSS WIN program. The mean BMI of the subjects was 20.18, and the ratio of students'BMIs less than 20 was 56.8%, that of students'BMIs greater than or equal to 25 was 8.3%. There were no statistical differences in BMIs by grade and sex. Statistically significant differences in the obesity of the junior high school students were detected according to demographic characteristics such as economic levels, areas of residence, TV watching time, and fathers'physiques. There were significant differences in everyday life stresses, obesity stresses, and social support by sex, but not by grade. Girls showed higher stress levels than boys, specially in family-related life stresses, social relationships, and self-related stresses. Also girls showed higher stress level related to obesity than boys. Girls got more support from their mothers, siblings and friends than boys. With respect to the type of social support, girls perceived more financial, informational, emotional, and judgemental support than boys. These results suggest that girls became more stressed, although on the other hand, they received more social support than boys. The higher the economic level, the longer the TV watching time, and the higher the stresses from everyday life and obesity, the higher the BHIs of the junior high school students were. In conclusion, everyday life stress and obesity stress were the important factors in relation to the junior high school students'obesity.

• Korean Journal of Exercise Nutrition
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• v.25 no.3
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• pp.36-43
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• 2021

[Purpose] Exercise is a key factor in preventing obesity and metabolic syndrome. Sumo wrestlers increase their body size from childhood for athletic advantage; however, the risk of metabolic syndrome in junior sumo wrestlers is undetermined. Preventive measures against pediatric obesity should be initiated during childhood to prevent obesity in adulthood, considering its high global incidence. We comparatively evaluated the risk factors for metabolic syndrome in junior sumo wrestlers and children with obesity. [Methods] We enrolled 70 male children (age 9-17 years [sumo group, n = 14] and 9-14 years [other sports and non-exercise groups, n = 28 each]) and evaluated their anthropometric parameters (height, weight, body mass index z-score, obesity rate, waist circumference, waist to height ratio) and hematological parameters (total, low-density, high-density, and non-high-density lipoprotein-cholesterol; triglycerides; plasma glucose, and glycated hemoglobin levels). [Results] The BMI z-score, obesity rate, waist circumference (p < 0.05, along with the non-exercise group), and systolic blood pressure were significantly higher and the high-density cholesterol level was lower in the sumo group than in the other sports group (p < 0.05). The waist to height ratio was significantly higher in the non-exercise group than in the other sports group (p < 0.05). No significant difference was found in other blood lipid, plasma glucose (significantly lower level than the reference range in the sumo group, p < 0.05), and glycated hemoglobin (within the reference range in all groups) levels among the three groups. [Conclusion] Junior sumo wrestlers had a larger body size and higher blood pressure than children with obesity who exercised regularly. This provides direction for future research into targeted preventive interventions against metabolic syndrome for junior sumo wrestlers with large body size.

• Journal of the Korean Society of School Health
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• v.5 no.1
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• pp.74-83
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• 1992

The purpose of this study is to provide the basic data in developing environmental education curriculum by searching the consciousness junior-high school teachers in Seoul. 28 junior-high schools in Seoul were randomly selected and again selected 547 teachers to answer this questionnaire. The major findings of this study are as follows; 1. Teachers recognized the seriousness of environmental problems in the national level(about 54%) and Seoul level(about 90%) 2. Teachers recognized the need of environmental education at junior and high school(85%). 3. Only 17.5% of respondents marked to be selected Environmental Education at the 6th curriculum revision in their school. 4. If Environmental Education was selected at the 6th curriculum revision, about 58% of respondents recognized that Environmental Education Teacher should be responsible Environmental Education course. 5. If Environmental Education course was not selected at the 6th curriculum revision in their school, about 45% of respondents recognized that Environmental Education course should be done the whole subjects. 6. About 57% of respondents recognized that effective method of Environmental Education should be used audio-visual material. 7. About 25% of respondents recognized that environmental education should be prevented by Enterance-exam oriented education. Several improvements should be made on the following aspects; 1. At the 6th curriculum revision, Environmental Education course should be selected a required course. 2. At the Collage of Education, Environment-related course should be established. 3. Programs of environmental education should be urgently designed and improved so that teachers can proceed it more effectively.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2003.07a
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• pp.50-56
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• 2003

＃1 The Education from our Environment, The urgent subject for survival and prosperity in the future. - Around Yamaguchi in japan. - ＃2 Days of tour : January, 15, 2003 - January, 28, 2003 ＊ Comprehensive classes involved in ecosystems; Ryojo Elementary school, Guina Elementary school, Dabusei Junior High School, Ube Technical High School, Yashiro Elementary School, Toyota Nishi Junior High School, Seii Elementary School, Yamaguchi Prefectural School for the Mentally Impaired, Yamaguchi Institute for Educational Research and In-service Training, Kirara Beach Nature Watching Park ＃3 Characteristics of Yamaguchi Prefectural Environmental Education - Constant effort by concerned authorities and dedicated teachers - Cooperation of schools with community - Application of the comprehensive classes - Student-centered education through experiences - Acquirement of basic knowledge on environment in their daily lives - The harmony with the ability to survive' ＃4 Characteristics of the environmental education in each school $\square$ Ryojo Elementary School \longrightarrow Breeding the fireflies' larvae and releasing them into nature $\square$ Kuina Elementary School \longrightarrow Keeping the rivers clean $\square$ Yashiro Elementary School \longrightarrow Learning through exploring ‘Akiyoshido Cave’ $\square$ Seii Elementary School \longrightarrow Tree-planting campaign continued for 30 years $\square$ Tabuse Junior High School \longrightarrow Making their village good to live in $\square$ Toyota-Nishi Junior High School \longrightarrow Learning through working on the farm and in the forests $\square$ Ube Technical High School \longrightarrow Purifying the pond by the ‘biotope’ ＃5 Focus on Yashiro Elementary School \longrightarrow Children Guide Activity (25 hours annually) * To love their native place and tourists' attraction, Akiyoshidal * To introduce a variety of local events; - To make a fire in the mountains - To explore the cave - To hold a festival for tourists - To have a family-jointed bike riding ＃6 $\square$ conclusion - Gradual extension of environmental education * individuals \longrightarrow school \longrightarrow community - Finding the environmental problems around themselves and relating them with features of their community < Tips for the environmental education in the future > - Need for encouragement of more lively discussion in class - Expansive application of comprehensive classes to various areas

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.35-55
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• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• Journal of Nutrition and Health
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• v.37 no.10
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• pp.938-945
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• 2004

The purposes of this study were to survey the present situation of nutrition education in junior/senior high school, to analyze the difference between the favorite subjects on students and the existing subject done by dietitians on nutrition education, and then to identify the subjects of nutritional education for junior/senior high school students. Self-administered questionnaires were given to dietitians and students and 142 of the 200 dietitians (71.0%) and 479 of the 564 students (84.9%) responded to the questionnaire on the nutritional education. According to the survey results, 76.1 % of school dietitians currently were doing nutrition education for students while the other 23.9% didn't have such education programs even though they recognized the necessity strongly. The target of nutrition education was student rather than parents or teacher generally and the principal measuring method for nutrition education effect was change of plate waste and leftover'. It was found that significant difference in the collector and source of nutritional education information between junior and senior high school dietitians (p< .05) . About ninety-eight percentage of dietitians felt that nutrition education should keep pace with meal service and this meant that almost respondent recognized the necessity of nutrition education for students. Because the most serious one among operational problems of nutrition education program was lack of enough time owing to too many affairs as dietitian, junior and senior high schools should support so that dietitians would share enough time for nutrition education. And also, a gap was existed between actual and favorite subjects on nutrition education. Significant differences existed in the following subjects; 'basic concept of food and nutrition', 'disease and nutrition', 'food culture in the world', 'cooking and culinary art', 'food of the 24 divisions of the year in the lunar calendar', 'food waste and environmental issue', 'food habit and food behavior', 'exercise and nutrition' (p< .001) 'table manner', 'food and individual sanitation', 'recommended dietary allowance' (p < .01) and 'menu planning' (p< .05) .Finally, 24 subjects of nutritional education were selected based on the survey results. These subjects would be expected to be able to contribute the effective and interesting nutrition education program for junior and senior high school students.

• Journal of the Korean Home Economics Association
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• v.40 no.11
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• pp.1-9
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• 2002

Nowadays, the use of apparel CAD system is important to the mass production of ready to wear Especially, computer-based grading is the most important process to improve the fitness of clothes and to reduce the time needed to make patterns of several sizes. The purpose of this study was to suggest a standard sizing system for junior-high school girls' lower clothes and to suggest a grading method according to the sizing systems. The subjects were 402 junior-high school girls of 13 to 15 year's-old. The size intervals of waist girth and hip girth were 3㎝ and 4㎝ respectively. The sizing system, which had frequencies more than 4.5%, was classified 8 cases. For regular grading, two types of group were classified into 58-82/61-86/64-90/67-94 and 61-82/64-86/67-90/70-94. Among them, 61-86 and 64-86 size were adopted the basic size for the development of grading. According to the sizing system, hand-made patterns were manufactured. By measure of the each part of the slacks, new grading rule patterns were developed by each size. A new grading rule was different from the Moonwha grading rule. This result will contribute to clothing fitness of consumer and the amount of production.