• Journal of Korea Port Economic Association
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• v.22 no.4
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• pp.1-17
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• 2006

In the Bill of Lading of The Irbenskiy Proliv is not subject to the Hague-Visby Rules in accordance with paragraphs (A) and/or (E) of cl.1 or to the Hague Rules in accordance with paragraphs (B) and/or (D) of cl.1. The Irbenskiy Proliv is very rare case that is effective to exempt the carrier as literal words of Bill of Lading. The action concerns cargoes of perishable goods shipped from Brazil to Japan, under Bills of Lading each of which contained an extensive carrier's exemption clause. A preliminary issue was ordered to be determined on the question whether c1.4 is effective to exempt the ralliers from any potential liability for the claims in this case. The court held that there is no reason to reject c1.4 as part of each of the contracts contained in or evidenced by the bills of lading; and it protects the carrier where damage to the goods shipped results from such causes. It is therefore effective to exempt the carriers from any potential liability for those claims.

• Journal of the Korean earth science society
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• v.21 no.2
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• pp.103-115
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• 2000

The ability-grouping is the essence of the seventh educational curriculum, applied to school from year 2000, and its enriched-supplementary type will be carried out for science course. This study examines the effect of the enriched-supplementary ability-grouping within class to student's academic achievement and the attitude, related to science. Thus we developed teaching and learning methods with intellectual level about the subject of 'Water Circulation and Weather Change' in Middle-School Science 2. Then we tested 152 eighth graders who were divided into the experimental and control groups. The experimental one was taught through the ability-grouping for about six weeks, while the control through conventional lecture. The improvement of the experimental group in academic achievement was more effective than that of the control, and particularly to below-average students who ranked in lower thirty percent. The experimental one got more negative change in domain 'Science as a Subject, and in subdomain 'Anxiety in Science Lesson'. While outstanding students who ranked in upper thirty percent showed a significant positive change in subdomain 'Satisfaction in Teaching Method, the below-average were negatively changed in subdomain 'Anxiety in Science Lesson'. The current ability-grouping was suitable for the improvement of academic achievement, but not for the general attitude related to science. In order to enhance the ability-grouping effect in science education, we need to additionally consider student's interest and concern in grouping, and develop various teaching and learning methods together with proper textbook contents.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.490-503
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• 2020

Oceanic current and circulation have played an important role as regulators of the earth's energy distribution. The science and earth science textbooks for secondary schools based on the 2015 revised curriculum included a misconception of the seasonal variation of the North Korea Cold Current (NKCC) among the currents around the Korean Peninsula. To analyze this, the contents related to the NKCC were collected in the textbooks of five middle and six high schools, and a questionnaire survey was conducted on 30 middle school science teachers. The survey consisted of questions about whether the textbook mentions the NKCC and whether there is an error in the concept of the temporal variation of the NKCC, and the teachers' free opinions related to the NKCC were collected. The textbooks suggest that the NKCC is strongest in winter, which is not consistent with scientific findings so far. In fact, there is scientific evidence that the NKCC is the strongest in the summer. In this study, the causes and processes of misconceptions were investigated. According to an analysis of the survey, most teachers had an knowledge that the NKCC is stronger in winter. These errors began with a misconception of the terms, which teachers had imprinted on their memory as firm knowledge. These misconceptions originated from the knowledge that teachers themselves acquired from their secondary school years and have long been transferred back to teachers and students without revising the misconceptions of textbooks. This situation is expected to have a seriously recurrent structure that produces students' serious misconceptions in the future. Therefore, this study summarizes existing results on the seasonal variability of the NKCC and suggests the necessity for re-education to improve teachers' professionalism and to eliminate the misconceptions of teachers and students.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.504-519
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• 2020

Oceanic fronts, which are areas where sea water with different properties meet in the ocean, play an important role in controlling weather and climate change through air-sea interactions and marine dynamics such as heat and momentum exchange and processes by which properties of sea water are mixed. Such oceanic fronts have long been described in secondary school textbooks with the term 'Jokyung water zone (JWC hereafter) or oceanic front', meaning areas where the different currents met, and were related to fishing grounds in the East Sea. However, higher education materials and marine scientists have not used this term for the past few decades; therefore, the appropriateness of the term needs to be analyzed to remove any misconceptions presented. This study analyzed 11 secondary school textbooks (5 middle school textbooks and 6 high school textbooks) based on the revised 2015 curriculum. A survey of 30 secondary school science teachers was also conducted to analyze their awareness of the problems. An analysis of the textbook contents related to the JWC and fishing grounds found several errors and misconceptions that did not correspond with scientific facts. Although the textbooks mainly uses the concept of the JWC to represent the meeting of cold and warm currents, it would be reasonable to replace it with the more comprehensive term 'oceanic front', which would indicate an area where different properties of sea water-such as its temperature, salinity, density, and velocity-interact. In the textbooks, seasonal changes in the fishing grounds are linked to seasonal changes in the North Korean Cold Current (NKCC), which moves southwards in winter and northwards in summer; this is the complete opposite of previous scientific knowledge, which describes it strengthening in summer. Fishing grounds are not limited to narrow coastal zones; they are widespread throughout the East Sea. The results of the survey of teachers demonstrated that this misconception has persisted for decades. This study emphasized the importance of using scientific knowledge to correct misconceptions related to the JWC, fishing grounds, and the NKCC and addressed the importance of transferring procedures to the curriculum. It is expected that the conclusions of this study will have an important role on textbook revision and teacher education in the future.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.73-81
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• 2007

The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.87-111
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• 2011

The purpose of this study was to develop and evaluate practical problem-based Home Economics lesson plans applying to the multiple intelligence teaching learning strategy, focused on the unit 'Nutrition & Meals' of middle school Home Economics subject matter. To achieve this purpose, the lesson plans were developed and evaluated from the 72 middle school students in Chongju after implementing the instruction. The data from the questionnaire were analyzed by SPSS/WIN 12.0 and content analysis. The results were as follows: First, the objectives of practical problem-based 'Nutrition & Meals' Instruction using multiple intelligence teaching strategy were to understand the importance of nutrition and health in an adolescent period and to develop good eating habits. The Practical Problem was 'What should I do for good eating habits?' and the learning contents were healthy life, the kinds and functions of nutriments, food pyramid and a food guide. The learning activities were progressed by various types of teaching and learning methods including 8 types of multiple intelligence teaching strategy. The lesson plans were developed according to the process of practical problem solving model. 6 periods of lesson plans and worksheets were developed. Second, the practical problem-based instruction using multiple intelligence teaching-learning strategy were evaluated to increase students' positive learning attitudes, motivation, and good eating habits.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.81-96
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• 2020

This study aims to identify implications for the role of home economics in consumer education in middle schools focusing on building consumer competency. To this end, the content in middle school textbooks of home economics and other subjects, written according to the 2015 revised curriculum, were analyzed. This study examined consumer education content based on the consumer competency measurement index developed by the Korean Consumer Agency, and reviewed different foci presented by subjects. This study also investigated how the knowledge, attitude and practice, which are components of consumer competency, are presented. The major findings of this study can be summarized as follows: First, consumer competency content, presented in textbooks of home economics and other subjects, were comprised of citizenship competency(65.3%), transactional competency(27%), and financial competency(7.7%). Second, in terms of content on the consumer's citizenship competency, little attention was paid to consumer rights, revealing an imbalance between responsibilities and rights. Third, despite its importance, the "utilization of information and communications technology" in transaction competency, and "consumer participation" in citizenship competency are insufficiently covered in the home economics. Fourth, social studies was the subject that most extensively covered the content of consumer competency. In terms of scope, home economics dealt with most of the sub-fields. Fifth, even when the same content of consumer competency was covered, it was presented differently by subject. Sixth, there was a lack of connection between components of consumer competency-knowledge, attitude, and practice, with a disproportionately high emphasis on knowledge. In conclusion, this study concluded that consumer education content of middle school subjects is insufficient to enhance consumer competency.

• Journal of Korean Society of Forest Science
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• v.101 no.4
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• pp.710-721
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• 2012

This study is to find out the search of the desirable tree cutting permit system by investigating and analyzing timber logger's consciousness in Korea. A sample group, including 64 officers in 5 Regional Forest Services and 27 National Forest Stations, 161 local government of 322 officers and team leaders with cutting permits, and 308 tree loggers was surveyed. The survey results showed that the ongoing harvest year plan for national, public and private-type forests, which was applied differently, could be integrated as 3.73 points, which was not significant among the groups. A total of 95.1% of the national forest officers stated that the environmentally friendly harvesting system could be improved and that it is exempted from bad broadleaf trees and renewal of forest type (4.14 points). An environmentally friendly harvesting system including the type of forest and location status (slide, soil, etc) is needed (3.87 points). Additionally, the round timber purchased from tree loggers managed in 2009 was about 10.6% of the domestic timber supply ($3,176,000m^3$) and round timber sales were about 50.1%. A total of 72% of the loggers suggested that a environmentally friendly harvesting system is needed (4.11 points). These results show that a new system for harvesting timber is needed to replace the current environmentally unfriendly harvesting system, and that tree loggers should be registered for management.

• Journal of Nutrition and Health
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• v.47 no.4
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• pp.300-312
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• 2014

Purpose: This study was performed to examine the sanitary knowledge level and degree of HACCP (hazard analysis critical control point) practice in school culinary staff in order to provide basic information for improving hygiene of school meals. Methods: Exactly 305 culinary staff members were selected from elementary, middle, and high schools in 14 cities and rural areas, including whole administrative districts in Chungnam province. Surveyed schools were selected by convenience sampling, and one subject was selected randomly from each school. Surveys were taken by self-administered questionnaires developed by researchers and questionnaire were distributed and collected by postal mail. Results: Sanitary education administered by school dietitians to culinary staff was more frequent and longer in elementary schools, followed by middle and high schools (p < 0.001). Sanitary knowledge level and degree of HACCP practice, except for a few CCP or CP of culinary staff, were highest in elementary schools and middle school followed by high schools (p < 0.05), respectively. School class was negatively correlated with sanitary knowledge level of culinary staff (p < 0.01), and frequency of sanitary education was positively correlated with sanitary knowledge level of culinary staff (p < 0.01). Sanitary knowledge level of culinary staff was positively correlated with degree of HACCP practice (p < 0.01). School class, daily frequency of meal service, work experience, rice washing machine, and total score of sanitary knowledge were significant variables influencing degree of HACCP practice in culinary staff. Conclusion: The above results show that the following points should be considered to improve hygiene of school meals. Sanitary education should be administered more frequently by school dietitians to culinary staff, especially to those in high schools, which showed the lowest sanitary knowledge level and degree of HACCP practice. In addition, facilities and equipment required for HACCP practice should be supported in small-sized elementary schools.

• Journal of the Korean Society of Food Science and Nutrition
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• v.35 no.6
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• pp.690-697
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• 2006

This study has been carried out to estimate mean concentration and the daily intake of 2 artificial sweeteners (aspartame and sucralose) by analyzing food samples. Total number of samples was 755 and the number of samples detected for sweeteners was 33 (detection rate was 4.4%). Contribution rate to total estimated daily intake (%) of artificial sweeteners in food categories was high in candy for aspartame and sucralose. Total Estimated Daily Intakes $({\Sigma}EDI)$ for different age groups were high in $13{\sim}19$ years old for aspartame and $7{\sim}12$ years old for sucralose. Total estimated daily intakes $({\Sigma}EDI)$ of men and women were 5.10 mg/person/day and 4.88 mg/person/day, respectively. Total estimated daily intakes $({\Sigma}EDI)$ of artificial sweeteners were shown as follows; 3.75 mg/person/day for aspartame and 1.27 mg/person/day for sucralose, respectively and assuming a body weight of 55 kg. These values were ranged from $0.15{\sim}0.17%$ of acceptable daily intake (ADI) evaluated by FAO/WHO and $1.0{\sim}21.4%$ of theoretical maximum daily intake (TMDI), and therefore, judged to be safe.