• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.10
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• pp.1594-1606
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• 2014

The purpose of this study was to examine safety accidents related to school foodservice, working and operating environments of school foodservice, status and awareness of safety education, educational needs, and information on qualitative improvement of school foodservice. The subjects in this study were 234 cooks in charge of cooking at elementary and secondary schools in Chungbuk. A survey was conducted from July 30 to August 8, 2012, and among 202 questionnaires gathered, 194 completed questionnaires were analyzed. Statistical analyses were performed on data utilizing the SPSS version 19.0. The main results of this study were as follows: 44.3% of workers experienced safety accidents. The most frequent safety accident was 'once' (60.5%), and most safety accidents took place between June and August (31.4%). The time at which most safety accidents happened was between 8 and 11 am. Most safety accidents happened during cooking (52.3%) and while using a soup pot or frying pot (52.4%). The most common accidents were 'burns', 'wrist and arm pain', and 'slips and falls'. Respondents who experienced safety accidents replied that 57.6% of employees dealt with injuries at their own expense, and only 35.3% utilized industrial accident insurance. In terms of the operating environment, the score for 'offering information and application' was highest (3.76 points), whereas that for 'security of budget' was lowest (1.77 points). As for accident education, employees received safety education approximately 3.45 times and 5.10 hours per year. Improving the working environment of school foodservice cooks requires administrative and financial support. Furthermore, educational materials and guidelines based on the working environment and safety accident status of school foodservice cooks are required in order to minimize potential risk factors and control safety accidents in school foodservice.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• Journal of the Health Care and Life Science
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• v.9 no.2
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• pp.355-361
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• 2021

In the context of COVID-19, the economic downturn affects health as well as concerns about economic damage to individuals. In this study, among a total of 15,047 people who were economically active during the community health survey for those aged 19 and over, health behaviors related to the impact of changes in daily life due to the demographic and social and economic characteristics of COVID-19 were concerned about economic damage. was analyzed to determine whether it had an effect on Factors affecting the fear of economic damage were gender, education level, monthly income level, status, subjective health level, physical activity, and smoking, which had more influence on the fear of economic damage than other characteristics. In this study, males(p=0.024), high school graduates(p<0.001), monthly income level of 1,000,001 to 3,000,000won(p-=0.002), wage workers(p<0.001), subjects who responded that their subjective health level was 'similar'(p=0.009), subjects who responded 'similar' in physical activity(p<0.001), and smoked 'similar'(p=0.016) Those who answered high were more concerned about economic damage. Considering that COVID-19 is highly likely to be prolonged and social distancing cannot be ruled out, which affects health care due to economic damage, it is necessary to reflect it in health program development and economic-related fiscal policies.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.423-435
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• 2010

The number of professionals in the science and engineering fields decreases all over the world. Especially in Korea, the declining rate of both the laborable and economically active population, aging of the population at the fastest level, and the declining birth rate make it tougher to secure the core brains of the future. After speculation of all programs above, some common factors have been derived and every program appeared to have the support for each level of inducing, caring, and utilizing. And the means of support could be categorized into the financial, legal, and social aspects. Lastly, a logical tool called Systems Thinking has been applied to the FLS Conditions and the Brain Internalization Process to assure the efficacy and applicability of the models. This is to minimize any de facto side effects by analyzing all 'feedback loops' stemming from the models. And the 'causal loop diagrams' have been utilized to come with the complementary measures. Such series of verification could convince the virtue of the models. Governments and universities can make use of the FLS Conditions and the Brain Internalization Process so the policies or plans about the foreign brains can be built in a uniformized and consistent framework. I hope, as a result, the international competency of Korea to induce and utilize the foreign brains be raised with the constant and standardized formality.

• Journal of dental hygiene science
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• v.13 no.3
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• pp.271-280
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• 2013

This study aims to analyze the effects of tooth-brushing facilities (TBF) at middle schools that installed TBF in 2012 as part of the oral health project in Seongdong-gu, Seoul. The subjects were the first graders at A middle school that installed TBF previously and B middle school that installed TBF in 2012. The results are as follows: DMFT, DMFS and CPI didn't show significant difference by schools (p>0.05), but code (0) was higher and code (2) was lower in female students than male students (p<0.05). As to PHP index, the students at A school with TBF indicated better oral hygiene (p<0.01). In the research on before and after installing TBF, the oral hygiene was improved significantly more after the installation than before (p <0.01). In the comparison on the oral health-related behavior, the percentage of not brushing after lunch was higher B school than A school and the frequency of toothbrushing after lunch was higher A school than B school (p<0.01). About the reasons why not to brush after lunch, there was difference in 'lack of the place' as A school showed 2.6% while B school without TBF indicated 14.2% (p<0.01). About the changes of the oral health-related behavior before and after TBF installation, the percentage of not brushing after lunch increased from 78.7% to 83.8% after the installation. The average frequency of tooth-brushing after lunch for one week also decreased from 0.50 to 0.34 (p>0.05). Among the reasons why not to brush after lunch, 'lack of the place' significantly reduced, but 'because other friends don't do it' increased greatly after the installation (p <0.05). Only with the improvement of oral health knowledge, we cannot expect either clinical or behavioral significance. Not only schools but policies of governmental agencies and financial support, cooperation of community-related groups for program development and evaluation will contribute altogether to helping teenagers to habitualize proper oral health management.