• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.5
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• pp.626-635
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• 2009

The purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in school food service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate school of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting school nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in school food service programs.

• Korean Journal of Social Welfare
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• v.61 no.3
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• pp.77-101
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• 2009

As a case study in the field of policy implementation research, this study focuses on how the logic of consumer choice and provider competition operates on the front line of policy processing. To find the implementation process of the program, 39 interview data were analyzed, including voucher users, care workers, social workers in 4 agencies and local public officers in one of the district in Seoul, and relevant officials from the Ministry for Health, Welfare and Family affairs and the Center for Social Service Management. The main results are as follows: In the level of policy implementation, user choice and competition, which was the main logic behind the implementation of the voucher program, did not occur as expected by policy makers. Instead of user choosing his/her provider, it was found that the providers were choosing its users. Secondly, the case study found that providers have formed a caucus which allocated the local users equally amongst the providers. In this process, local public officers have supported the meeting by providing them with a list of users. Such results may be interpreted as a habitual execution from the tradition of supply-side subsidy, rather than the way of implementation in the market system. Thirdly, although voucher users could not choose their preferred agency in the first stage of service, some other choices exists so that users may choose their preferred care-giver and time for service. Finally, the change of agency and care-giver in the way of delivering services were observed.

• Journal of Nutrition and Health
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• v.38 no.3
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• pp.232-241
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• 2005

Today, the role of kindergarten is more important as nutrition provider through snack and meal services. Desirable kinds and amounts of food items at school lunch menu were important factors of nutrients intakes in children. This study was performed to assess the kindergarten's meal service program (snack and lunch) and the consumption amount of lunch according to each dishes. Twenty four institutions that cared over one hundred children were observed at Seoul and Kyunggido area. Well-trained observers checked meal and snack serving activity and foodservice facilities by formal checklist. And using the weighing method assessed the consumption levels of food items at lunch. During 3 days, 30 children in each kindergarten were selected randomly according to age, observers measured serving and residual weight of each food. The data was compiles by performing ANOVA-test using SPSS WIN 10.0. The result were as follows: 1) Foodservice facilities in kindergarten was limited to provide qualified foodservice. $91.7\%$ of institution had kitchen, $41.7\%$ had dinning. The kitchen equipment possession rate was $12.5\%$ (oven), $30.8\%$ (heating cabinet), $58.3\%$ (refrigerator). The rate of using document about foodservice was used $83.3\%$ (menu list), $41.7\%$ (daily foodservice record), $25\%$ (standard recipe). $41.7\%$ of institution employed licensed dietitian. Only $41.7\%$ of subjects preserved meal after daily meal service. 2) Meal serving size was decided by teacher, $54.5\%$ at snack and $43\%$ at lunch and pre-divided individual portion type was $36.4\%$ at snack and $28.6\%$ at lunch. The rate of cleaning activity before meal was $72.2\%$ at snack, $90.5\%$ at lunch. And nutrition or sanitation education activity was more performed at lunch time, for examples brushing teeth activity was $12.5\%$ at snack $85.7\%$ at lunch. 3) The consumption amounts of plain cooked rice was $112.7{\pm}26.1{\cal}g$, cooked rice and cereal was $93.06{\pm}27.97{\cal}g$, curry rice was $208.35{\pm}64.84{\cal}g$ and the consumption amounts of these main dishes was significantly different by age (p < 0.001). The consumption amounts of soup was very different according to children's preference. The consumption amounts of seaweed soup was $120.18{\pm}82.13{\cal}g$, wild sesame and bean-paste soup was $40.64{\pm}23.16{\cal}g$. The consumption range of kimchis was from $6{\cal}g\;to\;13{\cal}g$, jorim (braised food) was from $3{\cal}g\;to\;25{\cal}g$, fried food (include stir fried, deep fat fried, pan fried) was from $14.5{\cal}g\;to\;22{\cal}g$, vegetable dish was from $3{\cal}g\;to\;16{\cal}g$. These consumption amount of each dishes was not reached recommended portion size of nutritionally planning menu by nutritionist.

• Journal of The Institute of Information and Telecommunication Facilities Engineering
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• v.1 no.1
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• pp.6-25
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• 2002

In this paper, we have implemented UPnP Devices which emulate a Control Point, a Light Controller, and a Digital TV. The Control Point has been developed on Linux host system by using C language. The UPnP Devices emulating the Digital TV and Light Controller are running on embedded linux developer board. For the development of UPnP Devices, UPnP SDK API Vl.04 made by Intel Co. Ltd. has been ported on Assabet Linux Reference board to implement the UPnP protocol. After we analyze and design some services of Digital TV device, we have applied UPnP Device program to those devices. UPnP SDK vl .04 consists of APIs which support HTTP, SSDP, SOAP, GENA and XML DOM Level-1 that are cores of UPnP protocol. The C program written for the UPnP Control Point has been compiled and executed on Linux-based PC. The embedded system running on Embedded Linux OS has been connected all together through Ethernet which allows IP-based communications. Under this environment, the UPnP programs are being executed on each device. Control Point, when in operational mode, discovers UPnP Devices on the network and displays the device list on the consol. By selecting one of the functionalities of the device services that are displayed on the Control Point, the controllability has been accomplished. The experiment that we performed in this thesis have revealed that the Control Point and UPnP Devices have supported the protocols including SSDP, SOAP, GENA, and DHCP.

• Journal of Korean Library and Information Science Society
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• v.51 no.2
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• pp.1-21
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• 2020

The purpose of this study is to explore semantic characteristics of IFLA school library guidelines through network analysis. There are two versions, 2002 edition and 2015 revision of the guidelines. This study analyzed the 2002 edition and 2015 revision of the IFLA school library guidelines view point of semantic network, and compared characteristics of two versions. The keywords were to extracted from two texts, semantic network were composed based on co-occurrence relations with keywords. The centrality(degree centrality, closeness centrality, betweenness centrality) was analyzed from the network. In addition, this study conducted topic modeling analysis using LDA function of NetMiner4.0. The result of this study is following these. First, When comparing the centrality, the 'Program, Teaching, Reading, Inquiry, Literacy, Media' keyword was higher in the 2015 revision than in the 2002 edition. Second, 'Inquiry' in degree centrality and 'Achievement' in closeness centrality which were not included in the 2002 edition top-ranked keyword list, have new appeared in 2015 revision. third, As a result of the analysis of topic modeling, compared to the 2002 version, the importance of topics on programs and services, teaching and learning activities of librarian teacher, and media and information literacy is increasing in the 2015 revision.

• Journal of Oral Medicine and Pain
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• v.35 no.1
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• pp.1-18
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• 2010

I'd like to introduce a teaching method to improve learning efficiency. Most students are likely to ignore what they don't understand in the class of a course. The subject of Occlusion is essential to understanding prosthodontic and orthodontic subjects. It is necessary to let students know and review what they don't understand among parts of a chapter in the course of Occlusion. Therefore I look over the examination papers after every examination and input the problems that each student didn't solve into the C-language computer program and print the list of the contents that each student must study particularly. I give the lists to students and let them review and present their own weak parts of a chapter in the course of Occlusion in the next class. This teaching method leads to improvement in learning and is helpful to students as well as lecturers.

• Journal of Broadcast Engineering
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• v.5 no.1
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• pp.94-101
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• 2000

User adaptive reception of broadcast programs includes the functionality such as the user adaptive filtering and browsing functionality. The user adaptive filtering means that the user can limit the list of programs to include only his/her favorite programs among hundreds of available programs. The user adaptive browsing means that the user can view a short summary of his/her selection in the way that he/she prefers. When the receiving system include the random access storage device, the automatic recording functionality of users favorite programs can be included. The user adaptive reception requires support from various meta-data such as user preference data and content description data. TV Anytime forum is a standardization effort to enable user adaptive TV reception, which means that the user can watch what s/he wants when s/he want in the way s/he wants. MPEG-7 includes not only the content description for broadcast applications but also other content descriptions such as structure information. This paper addresses the relationship between MPEG-7 and TV Anytime and investigates how MPEG-7 should be designed and be used to satisfy the requirements of the user adaptive reception of broadcast program.

• The Korean Journal of Rehabilitation Nursing
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• v.4 no.1
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• pp.31-45
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• 2001

The purpose of this study was to investigate the relationship between self-concept and self-care activities of the cerebral palsied adolescents and to gain the baseline data for development of effective rehabilitation nursing intervention program of the cerebral palsied adolescents. The design of this study was a descriptive correlational study. The subjects of the study were 160 cerebral palsied adolescents attending at special schools located in Seoul and Kyonggi and rehabilitation centers located in Seoul, Kyonggi and Kyongnam province. The data was collected from May 20 to July 20, 2000. The instrument used for this study were the self-concept scale(50items 4point scale) and self-care activities scale(29items 4point scale). Self-Concept Scale had developed by Fitt(1965), which was standardized by Chung(1968) and modified by Kim(1984). Self-Care Activities Scale developed by the researcher through out the consulting of expert and pilot study on the basis of ADL check list developed by Kang(1984) and LDSQ-3(Lambeth Disability Screening Questionnair-3) developed by Na et al. (1995). The data was analyzed by the SPSS/PC+program using frequency, percentage, mean, standard deviation, t-test, ANOVA & Scheffe test and Pearson's correlation coefficient. The results of this study were as follows; 1. The mean score of self-concept was $138.55{\pm}17.20$(range: 50-100), which the item mean score was $2.77{\pm}0.34$(range: 1-4). The score of subarea of the self-concept was the highest score in family self ($3.01{\pm}0.54$) and the lowest score in physical self ($2.52{\pm}0.42$). 2. The mean score of self-care activities was $95.25{\pm}21.69$ (range: 29-116), which the item mean score was $3.28{\pm}0.75$ (range: 1-4). The score of subarea of the self-care activities was the highest score in feeding($3.75{\pm}0.59$) and the lowest score in walking($2.64{\pm}1.21$). 3. There were statistically significant difference in the score of self-concept according to the age (F=3.24, P=.04), the grads (F=4.36, P=.01), and types of cerebral palsy (F=2.42, P=.03). 4. There were statistically significant difference in the score of self-care activities according to the age (F=8.29, P=.00), the grads (F=16.05, P=.00), types of living place (F=6.46, P=.00), types of cerebral palsy (F=48.92, P=.00), whether or not receiving a rehabilitation therapy (t=-3.64, P=.00), whether or not receiving a vocational training (t=2.14, P=.03), and whether or not using a device (t=-7.42, P=.00). 5. There was not significant correlation between self-concept and self-care activities (r=.081, P=.311).

• Journal of Navigation and Port Research
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• v.34 no.1
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• pp.9-14
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• 2010

Nautical Publications is a special purpose book, or a specially compiled database, that is issued officially by or on the authority of a Government, authorized Hydrographic Office and is designed to meet the requirements of marine navigation such as SOLAS and PSC. Nautical publications include List of Lights, Sailing directions. The SNPWG(Standardization Nautical Publications Working Group) from the IHO is working to implement in computer systems all those elements of interest for Hydrography and Navigation Concerning nautical publications' digitization process, the SNPWG has defined three types of nautical publications: Type 1 : Hard copy(NP1), Type 2 : Digital version, A slight modification of type 1(NP2), Type 3 : Digital version for ECDIS(NP3). Nautical Publications is essential with nautical charts as reference information to navigate. Development of digital nautical publications is needed for liaison with the chart production system, up-to-dateness of hydrographic information, improvement of service. But, Korean status is positioned in NP1. In our study, we surveyed the present status of nautical publications for development strategy of digital nautical publications. We build database of south coast of sailing direction, develop a manager program, convert the contents to KML( Keyhole Markup Language), develop a user program.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1077-1098
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• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.