Fishery and shipping industry are ones of the important industries for the Republic of Korea, and the education of competent technicians is a essential-important factor for the further development in these fields. To this end, curriculum for the fisheries and/or merchant marine high schools are rearranged to meet the industrial needs and social change. In this study, the existing goal of education is rearranged inclusively to meet the further development and the curriculum to realize the goal. The departments are reorganized into nine ones by establishing new two. They are Department of Refrigeration Mechanical Engineering and of Automated-ship Operation. Four departments of existing seven-Department of Fish Aquaculture, of Fish Processing, of Marine Engine and of Marine Communication-are renamed into Department of Aquaculture, of Food Processing, of Power Mechanical Engineering and of Electronic Communication respectively. The remaining three departments- Department of Fishing Technology, of Self-managing Fisheries and of Navigation-are unchanged. The specialized subjects are revised as follows; (1) The existing seven subjects especially prepared for the fisheries and/or merchant marine high schools are changed into the common subjects for all the vocational high schools. They are Food Science, Food Hygiene, Food Processing Machinery, Air-conditioning Facilities, Welding and Piping, Communication Law and Introduction to Computer. (2) Two subjects are newly established: Refrigeration Mechanical Engineering and Automated-ship Operation. (3) Four subjects are disused : Sea Training, Fisheries Law, Canned Food and Practice in Communication. (4) Introduction to ship, to Marine Engine and to Marine Communication are merged into Introduction to ship. (5) The compulsory major subject is fixed as Introduction to Fisheries for the fisheries high schools and Introduction to shipping Industry for the merchant marine high schools.

1. Purpose of the study: This study was to investigate and analyse the career decision making patterns of students, which would enhance vocational guidance activities for the students. The specific purposes of the study are as follows. 1) To find how much the fisheries high school students are satisfied with the school. 2) To find out the factors which would influence the fisheries high school students in their career decision making. 3) To find out the person who plays the most important role in the career decision making of the students 4) To find out the patterns of behavior taken by the fisheries high school students in their career decision making. 2. Hypotheses: The following hypotheses were tested for this study. 1) There would be significant differences in the extent of school-satisfaction, depending on the class level and major. 2) There would be significant differences in the value criterion with which the fisheries high school students make decisions on their careers, depending on the grades, majors, and the levels of school-satisfaction. 3) There would be significant differences in the human factors which affect their decision-making on their career, depending on the class levels, majors, and the levels of school satisfaction. 4) There would be significant differences in the patterns of behavior they take when they make decisions on their careers depending on the grades, majors and the levels of school satisfaction. 3. Methods of the study: For the verification of the above hypotheses, a questionaire was developed by the researcher, and the questionaire was answered by the total 440 students from three fisheries high schools, located in the rural and urban areas, out of 8 fisheries high schools in Korea. The questionaire was composed of two major parts: school-satisfaction (10 items) and career decision making patterns (39 items). The career decision-making patterns include 16 value criterion items, 10 human category items, and 13 behavior category items. 4. Results of the study: 1) School satisfaction; There was no significant difference in school satisfaction depending on the class level and major. 2) Value criteria; a) Almost of the fisheries high school students think that the potential for advancement, job security, and salary are important factors for their job. b) The seafarer-students rated the salary, prestige of the occupation and leadership to be important than the nonseafarer-students. The nonseafarer-students rated the stabilization of their livelihood and opportunity to use their creative ideas than the seafarer-students. c) The students unsatisfied with their school emphasize the working environment, variety of work duties and leisure more than the satisfied ones. 3) Human factors: a) The fisheries high school students are affected most by their homeroom teachers, major teachers and their parents, but they are less influenced by their counselor. b) The seniors are more affected by their friends or classmates than the freshmen, and especially seafarer-students are more affected by major teachers. c) The persons, who are working in the occupation they are interested in, exert more influence on unsatisfied students than class-teachers do. 4) Behavior patterns; a) Most of them want test their abilities. b) The nonseafarer-students and seniors tend to depend on their own intuitions. c) The seafarer-students, the freshmen, and the satisfied with their school tend to discuss with other persons, and the unsatisfied tend to be influenced by the information that they collect for themselves.

한국(韓國)의 다랑어 선망어업기술(旋網漁業技術)은 한국(韓國)에서 발달한 대부분의 어업기술(漁業技術)이 일본(日本)을 거쳐서 도입된 것과는 달리 미국(美國)에서 직수입(直輸入)된 것이기는 하나 세부적으로는 일본(日本)의 기술을 응용한 것도 더러 있다. 따라서 한국(韓國)의 다랑어 선망어업(旋網漁業)의 발달과정(發達過程)을 규명하기 위해서는 미국(美國)과 일본(日本)에 있어서의 발달과정(發達過程)을 규명할 필요가 있으므로 여러 가지 문헌(文獻)과 집적된 자료(資料)들에 의하여 그것을 규명해 보았다. 미국(美國)에 있어서의 선망어법(旋網漁法)의 탄생은 1826년의 일이므로 그 역사는 165년이나 되었고, 초기에는 다른 어종과 함께 부산물(副産物)로서 잡아왔지만 1903년부터는 그것을 주목적으로 하는 어업(漁業)이 시작되었으므로 그 역사만 하더라도 90년 쯤 전의 일이다. 그러다가 2차대전(次大戰) 이후에 power block의 발명과 나일론 그물, 그리고 어선(漁船)과 장비(裝備)의 첨단적인 개량으로 오늘날과 같은 대형선망조업(大形旋網조業)이 가능하게 되었다. 그러나 그 후 미국선망어선(美國旋網漁船)들은 돌고래 보호를 위한 규제 때문에 동부태평양(東部太平洋)에서는 조업이 불가능하게 되었고, 또 고임금(高賃金), 노동력부족(勞動力不足) 등으로 채산(採算)을 맞추지 못해 선단수(船團數)는 1980년에 비해 1/3가량 줄어든 상태이다. 일본(日本)은 일찍부터 일본(日本) 북서태평양연안(北西太平洋沿岸)에서 연승(延繩)과 소형선망(小型旋網)으로써 다랑어를 어획(漁獲)하여 왔으며, 2차대전(次大戰)이후 독자적으로 과거의 선망어법(旋網漁法)을 다랑어용으로 개량하는 한편 1948년부터 미국식선망어법(美國式旋網漁法)을 도입하여 해외(海外) 다랑어 어장(漁場) 개발에 많은 노력을 기울였다. 특히 정부출자기관(政府出資機關)인 일본해양자원개발(日本海洋資源開發) 센터 (JAMARC)의 태평양(太平洋) 해역에서의 시험탐사(試驗探査)는 높이 평가할 만 하며, 또한 일본연승어선(日本延繩漁船)들의 활발한 해외조업(海外操業)과 어장정보교환(漁場情報交換)은 선망어업(旋網漁業)의 발전에 많은 도움을 주어 왔다. 미국(美國)과 일본(日本)의 선망선(旋網船)은 어선(漁船)의 크기, 조업형태(操業形態), 운영형식(運營形式) 등이 각기 다르며 장단점이 있다. 특히 일본어선(日本漁船)은 미국어선(美國漁船)에 비하여 선체가 작고 더러는 쌍두리 조업을 하고 있으며, 망지(網地)는 미국어선(美國漁船)이 땋은 실 nylon(braided twine)으로 된 결절망지(結節網地)를 쓰는 데 비하여 무결절망지(無結節網地)를 쓴다. 한국(韓國)은 1970년대(年代)에 미국(美國)으로부터 직접 이 어선(漁法)을 도입하였고, 어선(漁船)과 장비(裝備), 조업방법(操業方法)도 전적으로 미국식(美國式)이다. 한국(韓國)의 선망어법(旋網漁法)은 10년 이상의 실패 끝에 1986년부터 정상 궤도에 오르기 시작했고, 1997년 현재 총 37척이 Gua과 Samoa를 기지(基地)로 하여 모두 남서태평양(南西太平洋)에서 조업하고 있으며 성적도 좋은 편이다. 다만, 이제는 독자적인 연구가 필요하며, 태평양도서국(太平洋島嶼國)에의 입어문제(入漁問題)와 어자원보호(魚資源保護) 측면에서의 연안국(沿岸國)의 조업제제(操業規制) 움직임에 대해서도 대비할 필요가 있는 것으로 판단된다.

An experimental study was carried out to investigate the condensation performance for the horizontal cylindrical heat transfer tube with various fin attached using R-11 vapor. The heat transfer tube used in this study was supplied by SUNG HYUNG METAL CO., LTD. Four different types of heat transfer tubes (plain tube, SH-CYR tube, thermocor tube and thermoexcel tube) were used. Each tube was surrounded by circular acrylate tube, and R-11 gas heated by boiler flows into the acrylate tube. Cooling water counter-flows in heat transfer tubes. Heat transfer coefficient of the plain tube from measured data was compared with those of three other tubes. The results are summarized as follows: 1. As the cooling water temperature decreased, the liquid film of R-11 turned to droplet drop on the top surface of the horizontal tube. 2. Heat transfer coefficient calculated theoretically was higher than that obtained from the experimental data. 3. As far as the condensation concerns the thermocor tube is the highest, the SH-CYR tube is the second, and the thermoexcel tube is the third excluding the plain tube.

The effect of additional amounts of subsidiary materials on texture of fish meat paste were examined using Instron Universal Testing Machine to obtain fundamental data for steamed Alaska pollack meat paste showing good quality. The hardness revealed the good correlation with jelly strength among the six kinds of parameters of Instron texturometer. Products with higher hardness showed a better quality, but those with hardness higher than 16kg showed decreasing quality with increasing hardness. Predicting the quality of steamed Alaska pollack meat paste with various additional amounts of subsidiary materials as a function of hardness, H, the equation could be deduced as follows: H=11.56+0.54Xcs, H=12.22-0.23Xsp and H=11.65-7.13Xpp. The reasonable equations for predicting the quality of steamed Alaska pollack meat paste with various additional amounts of mixed subsidiary materials could be summarized as follows: H=11.57+0.53Xcs+0.44Xsp, H=11.97-1.83Xpp-0.17Xcs, and H=11.58+0.08Xpp-0.23Xsp.

Cultivation of competent manpower is recognized as one of the important factors in the development of fisheries as well as of other industries. For reference to the development of education of fisheries high schools in the Republic of Korea, the author carried out a study on the education in Japan. The reason is why the education on fisheries had been initiated in Japan and her educational system has played the role of a model for neighboring countries. Even though the education on fisheries tends to shrink a little in recent years by diffusing the unwilling tendency to engage in 3D (dirty, difficult and dangerous) jobs, there are fifty-one high schools educating fisheries in Japan. Thirty-eight of them are specialized fisheries high schools and the others are comprehensive high schools to put common course and fisheries course together. In the first step of study, the goal of education on fisheries, organization of department and arrangement of curriculum are analysed. 1. In the newly arranged curriculum which will come into effect from 1994, the goal of education on fisheries is set up as "By educating fundamental knowledge and technology on the production and circulation in the field of fisheries, have students understand the significance and role of fisheries, and so cultivate ability and active attitude to the development of fisheries". The goal means that the circulation of fishery products are regarded as important as the production itself, and active attitude to the development of fisheries is also stressed, different from the present goal. 2. Standard departments directed by the Government are set up as five-Departments of Marine Fishing, of Fisheries Engineering, of Information Communication, of Fish Culture, of Sea Foods. But they are actually organized and named by the founders of schools-local government. Then there are many unique-named departments and the management of schools are somewhat flexible according to the situation of local district. 3. Special subjects are revised to twenty-four in the new curriculum from twenty-two in the present curriculum. Among them the contents are widely revised in the subjects such as Introduction to Fisheries, Fisheries Engineering, Communication Engineering, Communication Technology, Fish Culture. On the other hand, five subjects such as Information Treatment on Fisheries, Information Technology on Fisheries, Subjective Study, Fisheries Economics, Circulation of Sea Foods are newly set up to meet the changing phase of the time.