• Korean Security Journal
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• no.42
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• pp.393-422
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• 2015

The school is committed to the role of public education for the effective development of student academic achievement and intellectual ability. It is also a space to expand the range of care and understanding for others with as a member of the academic community as well. However, the reality of our country schooling has been pointed out that if a lot about the lack of character education related to the attitude of life care for others and feel a sense of responsibility. An individual is not necessarily emotional intelligence There are side out, as well as grow into adults, schools are obliged to teach a variety of methods associated with it. Nevertheless, education is not of the country beyond the formal excessive administrative work or other activities due to the process of character education to neglect, including the work of teachers. Therefore, students brought the expansion of the act that should not, and eventually lead to serious social issues that directly harm others, such as school violence. Therefore, students brought the expansion of the act that should not, and eventually lead to serious social issues that directly harm others, such as school violence. This study is based on an act of juvenile delinquency and criminology education was to refine the concept of toughness and validate the relationship between school violence through empirical research. Accordingly, from July 1, 2013 September 31, 2013 to 277 high schools across the country are attending the third year of the schools available for non-response and analysis of the students who participated in the admission and simulated typical presentation of K University in Gyeonggi-do not judge students in the final analysis, except for the data and data from a total of 1045 patients were utilized. As a result, many schools have experienced violence, male student work can be applied to a lot of rock school violence was experienced. Also, a lot of experience can be applied to a healthy student rock school violence, anger-control and empathy, this is considered a low student showed consciousness experienced school violence exerted.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.41-63
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• 2021

The purpose of this study was to investigate the nutritional knowledge and eating behavior of middle school students in Gwangju area in order to provide basic data for the development of home economics curriculum that can help the students form healthy eating habits. For this purpose, a self-administered questionnaire was distributed to middle school students in Gwangju area. A total of 330 questionnaires were collected by convenience sampling and analyzed using SPSS(Statistics Package for the Social Science) Version 20.0 for Windows. Results of this study are as follows. First, school curriculum session ranked top(31.82%) on the list of sources for middle school students to acquire nutrition knowledge. Second, the mean score of nutrition knowledge of all respondents was moderately high(14.33 points out of maximum 20 points). In terms of nutrition knowledge by gender, female students had a higher level of nutrition knowledge in the 'Food' domain than their male counterparts(p<0.05). With regard to nutrition knowledge by grade, Grade 9 showed a higher score than Grade 7 and 8(p<0.001). Third, the mean score of eating behavior of all respondents was at an average level(69.75 out of 100 points). In terms of eating behavior by gender, male students showed a higher score than their female counterparts(p<0.05). In particular, male students had higher scores than female students for the following items: "I exercise regularly after school"(p<0.001); "I regularly eat meal three times per day"(p<0.01); "I don't skip breakfast"(p<0.01); and "I don't eat sweet food often"(p<0.01). In terms of eating behavior by grade, Grade 9 showed higher scores than Grades 7 and 8 for the following items: "I eat meal out of thankfulness for those who have prepared food"(p<0.01) and "I eat grains for every meal"(p<0.01). Finally, with regard to eating behavior depending on the level of nutrition knowledge, the 'Upper' and 'Middle' groups had higher scores for eating behavior than the 'Lower' group, indicating that a lower level of nutrition knowledge resulted in a lower score in eating behavior. Based on the above results, home economics teachers responsible for dietary education should have a greater sense of mission and pride and make more efforts to improve nutrition knowledge and eating behavior of middle school students.

• Journal of agricultural medicine and community health
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• v.27 no.2
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• pp.159-175
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• 2002

This present study was conducted to reduce problems by analyzing training and work of sex education counselors and to come up with ways of improving sex education counseling. A survey was performed in 57 subjects at health centers who finished training on sex education counseling in Taegu Metropolitan City and cities, kuns, and gus of Kyongsangbuk Province from December, 1999 to February, 2000 on general characteristics, items relating to the work of sex education, and ways of improving work. The results are as follows. Out of the sex education counselors, there were 55 females, taking 99% out of the total counselors, and the average age of these counselors was 42 years. There were 26 nurses, and their government grade was level 7 in 36 and level 6 in 14. The members who had finished sex education counseling at each public health center was 2.1 counselors at an average. Among those had finished sex education training, 30 was not in sex counseling. When analyzed the answers given by 27 sex counselors who were counseling at the time and the results are as follows. As for the amount of work, 15 answered to have too much work and 1 little; as for having pride on being a sex education counselor, 18 answered to felt pride and 7 so-so; as for materials for sex education and counseling, 25 answered to use videos, 23 books, 10 pictures, 8 beam projectors, and 7 slides. All of the subjects answered to have other responsibilities besides sex education and counseling, and the satisfaction felt on having other responsibilities was 6 satisfied, 12 average, and 2 dissatisfied. The proportion of work load in sex education counselors was other work besides sex education 76.2%, sex education at schools 7.6%. collecting sex education materials 5.7%, counseling of adolescents 4.9%. development of sex education materials 3.5%, and administrative work related to sex education 3.1%. The biggest problem of their work was over-load in 9 respondents, lack of sex education materials in 8, lack of training in 6, and shortage of professionals in 2. As for the answer on the ways of improving matters related to work of sex education counselors, the most frequent answer was that the organizations responsible for sex education needs to be more professional and systematic, followed by dividing the work load so that they could concentrate on developing education materials and sex education and counseling. Thus, the results of the present study indicated that in order to utilize human resources efficiently, the speciality of counselors needs to be considered when making personnel transfers among health centers, and continued activity as a sex education counselor needs to promoted by reducing other overloading tasks. And systematic re-training of the counselors needs to be done, and education manuals that are diverse and realistic to applicable to the children, who are to be the subjects of sex education, need to be developed and distributed.