• Convergence Security Journal
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• v.13 no.5
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• pp.187-196
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• 2013

Recently, school violence has come to the fore as a social phenomenon. "Comprehensive countermeasures for eradication of school violence" as a policy safety are created by Safety Administration bureau and Ministry of Education, Science and Technology under the chairmanship of the Office of Prime Minister on Feb,2012. This policy is supposed to be test-operated for a year from March, 2012. but voices of concern about effectiveness have been brought up by some critics greatly. So 172 teachers in high school in Seoul were surveyed in order to examine the effectiveness of "Comprehensive countermeasures for eradication of school violence" with a questionnaire composed of 5 point Likert-type. Among the fundamental measures, there were a total of 12 countermeasures about 'Practices for personality education' (with the exception of unrelated one question). 'Expanding opportunities of various art education and Supporting reading activities' of them ranked highest on average. Then, 'Reflecting results of special feature related to character develops to the Selection of Admission officers and Self-directed learning was the next. And among the three countermeasures about 'Reinforcement of roles of the family and society', 'Pan governmental conducting annual campaign related to broadcast, press, civic group to combat school violence was highest. Finally, among the 7 countermeasures about 'Countermeasure about harmful factors of games and internet addiction', 'Reinforcement of preventive discipline about game and internet addiction' was highest and 'Development and Promotion of various educational contents for preventive discipline about game and internet addiction' was the next.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.854-862
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• 2014

Attention deficit hyperactivity disorder (ADHD) students' intellctual defects, learning problems, and poor academic achievements seem to be due to significantly lower intelligence compared to the normal students, but rather the characteristic of inability to pay attention at a given time can be seen as the more attributing reason. In this study, a comparison between the ADHD students and the normal students will be performed using a fMRI analysis in order to differentiate the brain function between the two groups during a working memory task performance and to assess the difference in the activated regions of the brain. Clinical survey examinations and fMRI measurements were performed for a group of 26 elementary students from the Incheon area. The stimulus of fMRI was a working memory. Cartography statistically analyzed parameters and the Statistical Package of Social Sciences using single-sample t-test, two-sample t-test, were analyzed by multiple regression analysis, the statistical significance level was p<0.05 in, respectively. The disproportionate developments could be seen in the ADHD students group such as the frontal cortex, parietal cortex, thalamus, and caudate nucleus, among others. In addition, as some students felt the increase in the difficulty of working memory task performance, the orbitofrontal cortex and the hippocampus were activated, which seems to be the result of an effort for looking for an answer. More types of ADHD students needs to be secured as research subjects, and more stimulations for fMRI experiments should be considered as it would be useful in the overall evaluation of brain function.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.7-12
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• 2018

In the society where the paradigm of knowledge is rapidly changing and developing, convergence emphasizing the connection between knowledge and technology in various fields is significant. In order to cultivate these creative-convergent talents, STEAM(Science, Technology, Engineering, Arts, and Mathematics) is being considered important to make them equipped with creative thinking ability and core competence required in the future society and help them devise new ideas escaping from the branches of study. This study is about convergence instructional design of computer with marketing subject, which aims to foster talent. The results of this study are as follows. First, the structured process of convergence lessons. Second, the convergence lesson was based on a cyclic process with steps : selection of the subject concerned, selection of a topic, designing the lesson, mapping out the lesson plan and developing problems, having a final discussion on the whole lesson, performing the lesson and evaluating the lesson. Third, the development of the problems about the introduction of computer engineering and Internet marketing subject for convergence lessons. To make an effect of this model, studies applying this instructional design to many lectures should be implemented.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.381-404
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• 2009

The purpose of the study was to find out the usefulness of teachers' recommendation in selecting gifted students. For the study 87 teachers teaching 4th grade students from 20 elementary schools in the area of Incheon, 103 gifted students who were recommended by teacher, and 65 gifted students who were not recommended by teacher participated. To measure their cognitive ability, Raven intelligence test, creative problem solving test in science, and TTCT were used. In addition, learning methods, motives for achievement, faith in academic ability, problem solving tendency, and assignment preferences were assessed to find out their affective qualities. The results were as follows. First, the students who were recommended by teachers were highly advanced in both cognitive and affective aspects related to giftedness compared to non recommended students. Second, there were no significant differences both in the cognitive and affective aspects among the students recommended by teachers whether they passed the second step(test for giftedness) and the third step(test for academic aptitude) or not. Third, the discriminant analysis showed $70{\sim}80$ percent accuracy on teacher recommendation in identifying gifted students. The implication of the study related to teacher recommendation and future direction on identification of gifted students were discussed in depth.

• Journal of radiological science and technology
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• v.38 no.3
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• pp.295-304
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• 2015

This study intended to examine the correlation of career self-regulation (plan and check-up, positive thinking, career feedback, environment formation for career) and career identity (career decision, indecisiveness, career indecision) caused by parental career support (informative, emotional, financial, and empirical) among freshmen, sophomores, and juniors in the radiotechnology department. For assessment, a survey was conducted and according to the results, there existed correlation as follows. Regarding parental career support, emotional support is plan and check-up (r=.25, p<.001), Career feedback (r=.54, p<.001), and positive thinking (r=.46, p<.001) showed high positive correlation while informative support showed correlation in all factors showing high correlation with environment formation for career (r=.22, p<.001), plan and check-up (r=.20, p<.001), career feedback (r=.24, p<.001), and positive thinking (r=.26, p<.001). Financial support career feedback (r=.33, p<.001) and positive thinking (r=.34, p<.001) showed somewhat higher correlation. All factors of environment formation for career (r=.18, p<.001), plan and check-up (r=.25, p<.001), career feedback (r=.37, p<.001), and positive thinking (r=.30, p<.001) showed high correlation. Informative support showed high correlation only with career decision (r=.27, p<.001) and financial support also showed high correlation only with career decision (r=.18, p<.001). Also, empirical support was somewhat highly correlated only with career decision (r=.23, p<.001). Regarding school-year difference depending on parental career support, there was significant difference between emotional support (F=8.52, p<.001), financial support (F=8.97, p<.001), and empirical support (F=5.36, p<.05) while informative support was dismissed. Regarding school-year difference depending on career self-regulation, there was significant difference between career feedback (F=8.48, p<.001) and positive thinking (F=16.29, p<.001) while environment formation for career and plan and check-up were dismissed. Regarding school-year difference depending on career identity, there was significant difference between career indecision (F=4.01, p<.05) and career decision (F=11.72, p<.001) while indecisiveness was dismissed. According to the analysis results, parents' active support to their child like respecting and listening to their opinion on career, provision of career related experience or information, and provision of necessary financial aid for their study or academic preparation made the students plan and exploring their career, examine accomplishment progress, have positive idea to realize their objectives. In addition, the students were able to establish the objective of their career by forming the environment that helped them realize their objectives by seeking advices and encouragement from surroundings. Meanwhile, the parents' attitude to respect and listen to their child's career related opinion affected their career decision and indecision. Although informative support helped the students' career decision, financial and empirical support caused effect only to career decision.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• 대한공업교육학회지
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• v.42 no.2
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• pp.108-122
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• 2017

This research paper is to examine James Watt who led the 1st industrial revolution successfully. His great work was called monumental achievement in the human history of civilization. Here, we looked over the Watts' educational environment during his infant, juvenile, and adolescence period and also, his learning attitude about his own field through literature review. The basic infra of soft and hard wares for the industrial revolution through the process of R & D on new developing steam engine resulted from the very industrial revolution and its R & D environment were to be investigated. The useful information and knowledge from this process of the research are able to give an appropriate educational guidance to bring up the development of creativity in schooling systems. And also a lesson from the past could be used to provide the desirable direction for the 4th industrial revolution which is just begun to start now. The main results from this study are as follows; First, Watts' parents positively guided him onto the technology of manual field because they recognized their son was interested in technology field. The parents' attitude stimulated and guided his sons' self-development, had been equal to the aims of education. Second, Watt made a chance of making friendships with professors of Glasgow University. He spontaneously had done self-directed learning for getting knowledge and technology, and thus he became an expert of practical engineer and theorist. Third, the Lunar society, which was jumping over one's social position in their society of the 18th century through new thinking way, leading new ages had been very good R & D social infra for Watt to open and connect new advanced level of science and technology in his age. This society provided a study environment fields for their members to exchange their ideas of scientific curiosity and freely inquiry, technology informations. They had discussed and understood the issues to be occurred in their own fields and accumulated necessary knowledge for problem-solving, respectively. Such as this R & D system environment will be also considered in the modern research group. Fourth, the entrepreneur such as Boulton, who understand technology and grasp its value in future, is needed. The system of 'grue of management' will support the researcher with financial support, which is necessary in R & D. And the researcher like Watt who takes pleasure in technology itself and study eagerly in his field without financial problems, that is, 'grue of technical expert' is essential when leading to success in the industrial revolution.

• Journal of Nutrition and Health
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• v.57 no.4
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• pp.451-467
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• 2024

Purpose: This study aimed to develop a four-hour food additive education program for elementary school students to provide them with accurate information on food additives. Methods: A survey was conducted among 133 elementary school students living in Gyeonggi Province to identify the level of food additive awareness. A four-hour food additive education program and educational materials (PPT, activity sheets, and teacher guidelines) were developed based on the results of the food additive awareness survey. The developed educational programs were based on the Theoretical Model of Stages of Behavior Change. An elementary school nutrition teacher conducted a pilot education for 83 elementary school students to evaluate the feasibility of the developed education program. A survey was conducted to evaluate the effectiveness and satisfaction of the pilot education program. Results: The results of the Food Additive Awareness Survey showed that only 42.1% of people were aware of food additives; 46.3% wanted to know more about food additives, and 54.3% required food additive education. Food coloring (44.7%) and artificial sweeteners (18.7%) were the most common food additives of interest. What they wanted to know about food additives was the safety of food additives (36.8%) and the role and function of food additives (20.3%). After the pilot training on food additives, the level of awareness of food additives was improved significantly, and the percentage of participants who recognized the need for food additive education and promotion increased. According to the satisfaction survey of the food additives education, the interest, understanding, real-life application, learning method, and content amount were approximately 90%. Conclusion: The educational program developed through this study will change the negative perceptions of food additives in elementary school students to a positive one. It will do so by helping nutrition educators educate students on this important subject.

• Journal of dental hygiene science
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• v.9 no.1
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• pp.137-143
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• 2009

The purpose of this study was to survey the cause factor and degree of stress experienced by second and third grade students of dental hygiene department in Gyeong-nam province and Ulsan Metropolitan city who were finished two weeks public health center training and four weeks dental hospital and local dental clinical training. It was to provide basic data and improve the problem of clinical training program. 1. In respect of their motives of choosing the hygiene department, 64.8% in second grade and 62.2% in third grade of those respondents cite guarantee of getting a job as main reason. In respect of the satisfaction for major field, 29.6% of second grade and 73.3% of third grade respondents were satisfied. 2. In the satisfaction for clinical training in public health center, 46.3% of second grade and 46.7% of third grade respondents were satisfied. In the satisfaction for clinical training in local dental clinic and hospital, 50.9% of second grade and 66.7% of third grade respondents were satisfied. 3. In the respect of major factor to feel stress in clinical training in public health center, the relation of school practice program and clinical training in public health center, 50.5% of respondents was felt stress because of the difference between school practice program and field condition was exist. 4. In the respect of major factor to feel stress in local dental clinic and hospital training, the relation of school practice program and clinical practice in public health center, 54.5% of respondents were felt stress. 62.1% of respondents were felt stress because of the difference between knowledge and practice. 58.1% of respondents were felt stress because of the difference between school practice program and field condition was exist. 50.5% of respondents were felt stress because of the lack of knowledge in related fields. As the above results, it is necessary to develop clinical practice program that is to increase satisfaction and provide motivation in oder to reduce the stress during clinical training.

• Journal of the Korean Geographical Society
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• v.29 no.2
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• pp.166-182
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• 1994

Kyonggi Province in the late Chosun dynasty was a center of superior government offices including 'Han' River water-road transportation and was located in the middle of an 'X'-shaped arterial road network. Because of these reasons, Kyonggi Province had a faster inflow of commodities, informations and technics compared with the other province. At this period of time, every local 'Eup' (name of administrative district) had not been affected by their above administrative districts and had their own autonomy. For this reason, every 'Eup' could be developed as a town, even if its size was small when it had sufficient internal growing conditions. Moreover, the markets ('Si-Jon') in big towns and periodical markets which were spread over the Kyonggi Province played role of commercial functions of town. And because military bases for the defence of the royal capital in Kyonggi Province also took parts of a non-agricultural city role, Xyonggi Provinc had much more possibilities of growing as a town rather than the other provinces. The towns of the late Chosun Dynasty were, except the capital and superior administrative districts which were governed by the 'You-Su', small towns which had only about 3, 000-5, 000 people. Most of the town dewellers were local officials, nobles, merchants, craftmen and slaves. And the farmers who lived near town became a pseudo-towner through suburb agriculture. Among these people, the merchants were leaders of townization. The downtowns were affected by the landform and traffic roads. The most fundamental function of towns were administrative. The opcial's grade, which was dispatched to the local administrative district ('Kun' or 'Hyun'), was decided by the size of population and agricultural land of each county. Large county which was governed by a high ranking opcial had more possibilities to develop as a large town. Because they supervised other opcials of lower rank and obtained more land and population for the town. The phonomena of farm abandonment after the Japanese Invasion of Korea in 1592-1598 stimulated the development of towns for commercial function. The commercial functions of towns were evident in the Si-Jon or Nan-Jon (names of markets) in the big cities such as Hansung and Kaesung, meanffwhile in the local areas it was emerged in the shape of periodical market networks as allied with near markets (which were called as Jang-Si) or permanent markets which were grown up from periodical markets. These facts of commercial development induced the birth of commercial town. Kyonggi Province showed the weak points of its defense system during both wars (Japanese Invasion in 1592 and Manchu's Invasion in 1636). The government reinforced its defense system by adding 4 'You-Su-Bus' and several military bases. Each local districts ('Eup'), where Geo-Jins were established, were stimulated to be a town while Jin-Kwan system were, adjusted and enforced. Among Dok-Jins(name of solitary military bases), Youngjongjin was grown up as a large garrison town which only played a role of defense. The number of towns that took roles of non-agricultural functions in Kyonggi Province was 52. Among these towns, 29 were developed as big towns which had above 3, 000 people and most of these towns were located on the northwest-southeast axes of 'X'-shaped arterial trafic network in the Chosn Dynasty, This fact points out that the traffic road is one of the important causes of the development of towns. When we make hierarchy of the towns of Kyonggi Province according to its population and how many functions it had, we can make it as 6 grades. The virst grade town 'Hansung' was the biggest central town of administration, commerce and defdnse. The 2nd grade town includes 'Kaesung' which had historical inertia that it had been the capital of the Koryo Dynesty. The 3rd grade towns include some 'You- Su-Bus' such as Soowon, Kanghwa, Kwangju and also include Mapo, Yongsan and from this we can imagine that the commercial development in the late Chosun Dynasty extremely affected the townization. The 4th-6th grade towns had smiliar population but it can be discriminated by how many town functions it had. So the 4th grade towns were the core of administration, commerce and defense function. 5th grade towns had administrative functions and one of commercial and defense functions. 6th grade towns had only one of these functions. When we research and town conditions of each grades as the ratio of non-agricultural population, we can find out that the towns from the 1st grade to 4th grade show difference by degree of townization but from the 4th grade to 6th grade towns do not show big difference in general.