• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.19-35
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• 2015

The purpose of this study was to develop and evaluate a teaching learning process plan for the practice of caring and sharing to improve character of highschool students through Home Economics subject. The teaching learning process plan consisting of 13-session lessons has been developed and implemented according to the ADDIE model for the unit of 'Happy Family Life and Culture led by Family'. The unit was divided into two themes: Theme I caring through sharing and Theme II caring through practice. Six practice elements of caring and sharing such as communication, gratitude, courage, love, empathy, and environment drawn from Theme I are applied to Theme II. Various activities and teaching materials as well as questionnaire were developed. The plan was applied to 8 classes, 287 freshmen of S highschool in Jeonju-si from March to May, 2014. Three factors were drawn from 35 character-related items: self-perception, perception of caring and sharing, and practice of caring and sharing. These factors were related to respondents' satisfaction with family relationships and school life. Two factors except self-perception improved through 13 lessons. Students evaluated that the whole caring and sharing practice lessons of Theme I and II gave them the chance to realize a actual practice in everyday life was important even with small efforts such as cooking for special family. Also students commented that the praising workbook was impressive. All 23 items of evaluation gained from over 3.5 to 4.2 on 5-point scale. It can be concluded that the teaching learning process plan for the practice of caring and sharing for the unit of 'Happy Family Life and Culture led by Family' would improve character of highschool students through the Home Economics subject.

• Journal of Food Hygiene and Safety
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• v.31 no.3
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• pp.153-166
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• 2016

The purpose of this study was to investigate consumers' perceptions on monosodium L-glutamate (MSG) in social media. Data were collected from Naver blogs and Naver web communities (Korean representative portal web-site), and media reports including comment sections on a Yonhap news website (Korean largest news agency). The results from Naver blogs and Naver web communities showed that it was primarily mentioned MSG-use restaurant reviews, 'MSG-no added' products, its safety, and methods of reducing MSG in food. When TV shows on current affairs, newspaper, or TV news reported uses and side effects of MSG, search volume for MSG has increased in both PC and mobile search engines. Search volume has increased especially when TV shows on current affairs reported it. There are more periods with increased search volume for Mobile than PC. Also, it was mainly commented about safety of MSG, criticism of low-quality foods, abuse of MSG, and distrust of government below the news on the Yonhap news site. The label of MSG-no added products in market emphasized "MSG-free" even though it is allocated as an acceptable daily intake (ADI) not-specified by the Joint FAO/WHO Expert Committee on Food Additives (JECFA). When consumers search for MSG (monosodium L-glutamate) or purchase food on market, they might perceive that 'MSG-no added' products are better. Competent authorities, offices of education and local government provide guidelines based on no added MSG principle and these policies might affect consumers' perceptions. TV program or news program could be a powerful and effective consumer communication channel about MSG through Mobile rather than PC. Therefore media including TV should report item on monosodium L-glutamate with responsibility and information based on scientific background for consumers to get reliable information.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Korean Journal of Environment and Ecology
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• v.10 no.1
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• pp.14-23
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• 1996

Visitors to Naejangsan National Park were surveyed from October 31 to November 3 in 1995, 151 visitors were participated. Of those individuals, 55% were males. 48% of respondests reported that they had gone beyond high school, and over one-half(52%) had gone as far as college. 61.3% were 20 years of age. The largest percentage of respondents were reported that they visited Naejangsan Nat'l Park to see the scarlet maple leaces there. Most respondents who witness other visitors' littering were not likely to intervene to stop their visitors' depreciative behavior(Bystander intervention Begavior). Most of visitors got information for use Naejangsan Nat'l Park from a guide sign(31.8%) or guide themselves(29.1%). They didn't know the Clean-up Time Movement Program. But they understood it after notice hanging placards(81.6%). Most of visitors responded that didn't hear the mass communication program in National. But they recognized necessity of the mass communication program in National Park. The results showed that most visitors believed that Clean-up Time Movement was in succession consequently it turned out to be effective in managing visitors' littering behavior. And it seemed to effective in managing depreciative behavior through the mass communication program in National Park.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of Hospice and Palliative Care
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• v.22 no.1
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• pp.8-18
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• 2019

Purpose: This study was conducted to better understand the illness experiences and palliative care needs in community-dwelling persons with cardiometabolic diseases. Methods: This qualitative descriptive study was conducted with 11 patients (and three family members) among 28 patients contacted. Interviews were led by the principal investigator in her office or at participants' home depending on their preference. All interviews were digitally recorded and transcribed by a research assistant. The interviews were analyzed by two independent researchers using a conventional method. Results: Participants' ages ranged from 42 to 82 years (nine men and two women). Three themes were identified: (1) same disease, but different illness experiences; (2) I am in charge of my disease(s); (3) preparation for disease progression. Participants were informed of the name of their disease when they were diagnosed, but not provided with explanation of the diagnosis or meant or how to do self-care to delay the disease progression, which increased the feelings of uncertainty, hopelessness and anxiety. Taking medication was considered to be the primary treatment option and self-care a supplemental one. Advanced care plans were considered when they felt the progression of their disease(s) while refraining from sharing it with their family or health care professionals to save their concerns. All participants were willing to withhold life-sustaining treatment without making any preparation in writing. Conclusion: Education on self-care and advanced care planning should be provided to community-dwelling persons with cardiometabolic diseases. A patient-centered education program needs to be developed for this population.