• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.63-79
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• 2021

This study examined yearly trend of sugar-sweetened beverage(SSB) intake and compared nutritional status by SSB intake level in middle school students aged 12~14 years(n=2,543) using the data from 2007~2015 Korea National Health and Nutrition Examination Survey. SSB included carbonated drinks, sports drinks, and caffeinated drinks contained added sugar. Subjects were classified into three groups by SSB intake level obtained from 24-hour recall method: SSB 1(SSB intake 0 g/d), SSB 2(0 g/d < SSB intake < 50th percentile) and SSB 3(SSB intake ≥ 50th percentile). Result of daily intake of SSB was 76.1±6.2 g/d for boys and 59.5±4.7 g/d for girls and it was increased significantly for boys(p-trend 0.0004) and girls(p-trend 0.0038) by year. The most intakes were carbonated drinks followed by fruit juices and sports drinks for boys and girls. Percentage of daily intake compared to the dietary reference was increased for energy and iron while was decreased for calcium and vitamin C toward SSB 3 group. Ratio of excess intake of energy/fat was increased significantly for boys(p=0.0091) and girls(p<0.0001) toward SSB 3 group. Ratio of calcium deficiency was 86.8~94.9% for boys and girls and it was very high. Therefore, it should be emphasized to reduce SSB intake and drink plain water without added sugar, etc. and milk as a source of calcium for improving nutritional status of middle school students through dietary education and social support.

• Journal of the Korea Society of Computer and Information
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• v.25 no.6
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• pp.109-117
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• 2020

An edutainment system aims to help learners to recognize problems effectively, grasp and classify important information needed to solve the problems and convey the contents of what they have learned. Edutainment contents can be usefully applied to education and training in the both scientific and industrial areas. Our present work proposes an edutainment system that can be applied to a drug discovery process including virtual screening by using intuitive multi-modal interfaces. In this system, a stereoscopic monitor is used to make three-dimensional (3D) macro-molecular images, with supporting multi-modal interfaces to manipulate 3D models of molecular structures effectively. In this paper, our system can easily solve a docking simulation function, which is one of important virtual drug screening methods, by applying gaming factors. The level-up concept is implemented to realize a bio-game approach, in which the gaming factor depends on number of objects and users. The quality of the proposed system is evaluated with performance comparison in terms of a finishing time of a drug docking process to screen new inhibitors against target proteins of human immunodeficiency virus (HIV) in an e-drug discovery process.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.95-113
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• 2021

This study examined the food group and dietary nutrient intakes by sugar-sweetened beverage(SSB) intake level in high school students aged 15~18 years(n=2,377) using the 2007~2015 Korea National Health and Nutrition Examination Survey. Subjects were classified into three groups by SSB(included carbonated drinks, sports drinks, and caffeinated drinks that contained added sugars) intake level obtained from 24-hour recall method: SSB 1(SSB intake 0 g/d), SSB 2(0 g/d < SSB intake < 50th percentile) and SSB 3(SSB intake ≥ 50th percentile). Result of daily intakes of SSB were 160.6±10.5 g/d for boys and 98.6±7.1 g/d for girls and it increased for boys(p<0.0001) and girls(p=0.0280) by year. The highest intakes were carbonated drinks followed by fruit juices for boys and girls. Intakes of carbonated drinks increased as 2.7 times for boys(p<0.0001) and 1.6 times for girls between 2007 and 2015 year. Daily intakes of vegetables were the lowest in SSB 3 of three groups for boys and girls(p<0.0001), and those of fruits were lower in SSB 2 and SSB 3 than SSB 1 for boys(p=0.0013). Daily intakes of milk & milk products decreased toward SSB 3 group for boys(p<0.0001) while those were the lowest in SSB 3 of three groups for girls. Daily intakes of dietary fiber(21.3~25.3%) and calcium(49.6~59.8%) were very low compared to the dietary reference intakes. Percentage of daily intakes compared to the dietary reference intakes increased for energy for boys and girls(p<0.0001) while decreased for vitamin C toward SSB 3 group for boys(p<0.0001) and girls(p=0.0382). Those of calcium were the lowest in SSB 3 of three groups for boys(p<0.0001) and girls(p=0.0008). Ratio of excess intakes of energy/fat increased toward SSB 3 group for boys and girls(p=0.0002). Ratio of calcium deficiency was not different among groups but that was very high(85.9~92.5%). Therefore, it should be emphasized to reduce SSB intakes in order to improve diversity in food group and dietary nutrient intakes among high school students through dietary education and government support.

• Journal of Nutrition and Health
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• v.43 no.5
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• pp.524-532
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• 2010

The Na, component of salt, can increase the risk of high blood pressure and hypertension. Especially, children are exposed to an increased risk of high sodium intake, because they often consume Na-rich processed foods and commercially prepared foods in the street. However, the database for the sodium and chloride content for these children's favorite foods is insufficient. In this study, the Na and Cl contents in 89 children's favorite foods were analyzed by using Instrumental Neutron Activation Analysis (INAA) method. The analyzed food items were presented after being classified into 33 kinds of food groups. The Na contents in 100 g children's favorite foods ranged from 0.3 mg to 35.1mg in fruits, 28.9mg to 82.5mg in milks, 127.2 mg to 602.2 mg in breads, cakes, sandwiches, and rice cakes, 2.5 mg to 1169.9 mg in candies, cookies and ice creams, 226.9 mg to 693.7 mg in commercially prepared street foods, and 103.4 mg to 875.8 mg in fast foods of westernized restaurant. Among children's favorite food groups, 100 g fried chicken, hotdog, burgers, and donuts contained an average Na of 536 mg, 553 mg, 794 mg, and 562.2 mg, respectively, so they are classified as 'high Na foods'. In contrast, 100 g fruits and dairy products contained Na an average 4.9 mg and 43.4 mg, respectively, being classified as 'low Na foods'. One serving of ramen, mandu noodle, and burger pizza can supply over 667mg Na, which is one third of the KDRI targeted intake. Likewise, the Cl contents in children's favorite foods were diverse according to food groups. The Cl contents in the analyzed foods differed from the 1.5 times of Na content, which is assumed in general. This study showed that the Na and Cl contents in children's favorite foods are very diverse. Conclusively, a strategy to reduce Na contents in the fast foods such as noodles and westernized restaurant foods is necessary for children health.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.