• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.107-129
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• 2008

The purpose of this study was to get insights and data from home economics teachers for the development of an in-service educational program on practical problem focused home economics program, which was planned to be held from January 21st and to 29th, 2008. For this, focus group interview, one of qualitative research methods, was used. One session of pilot and three sessions of main focus group interview in which total of 18 from October 31st, 2007 to November 14, 2007. Home economics teachers that participated were carried out. Participants requested the followings contents of an in-service educational program regarding the practical problem focused home economics curriculum. First, most of participants strongly desired to participate in an in-service educational program when a program provided. The participants wanted to be a professional, who is able to explain logically with philosophical background and knowledge about the practical problem focused home economics curriculum. Second, participants requested the followings regarding practical problem focused home economics curriculum for the contents of an in-service educational program: philosophy of home economics, setting a perspective on each content areas, development of practical problem, watching a sample class unit, developing teaching materials and motivation stimulating questions, designing of instruction and lesson plans, class presentation and peer evaluation, constructing paper and pencil test items, and feedback from expects on the practical problem focused home economics curriculum. Third, participants wanted an in-service educational program to be a combination of theory and practice, and at least 50% of it allotted to practice. Participants thought that both peer participants and experts from university would evaluate them whether they achieved the objectives of the in-service educational program if an in-service program has to evaluate participants. Participants would evaluate an in-service educational program excellent when they become empowered to teach other home economics teachers the theoretical aspects of the practical problem focused home economics curriculum and the practical aspects as well. Based on the results of this study a framework of the 30 hours practical problem focused home economics curriculum was proposed.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.1-16
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• 2021

The purpose of this study was to investigate the needs of middle school students for the practical reasoning in a distance learning environment, to verify the needs differences based on the learner's personal characteristics, student-teacher interaction, and student-student interaction, and to investigate the relationships among student-teacher interaction, voluntary participation of students, and the students' perception of the extent to which practical reasoning is implemented in distance learning. For this purpose, 1,842 middle school students from seven schools in Gyeonggi, Daejeon, Chungbuk, and Sejong areas were surveyed online to investigate the importance of the practical reasoning questions and the how much practical reasoning is implemented in current distance learning. Among them, 1,095 responses were used for final analysis and descriptive statistics, independent sample t-test, one-way ANOVA, and path analysis were conducted. As a result of the study, first, middle school students acknowledged that the practical reasoning was important with the importance average 3.76. Based on the locus for focus model, the priorities of the needs in home economics class were examined, and the values and importance of the problem, and the ramification of the solution were considered to be of high priority. Second, characteristics of middle school students, student-teacher interaction and student-student interaction were found to have positive influence on needs for practical reasoning, while no difference were found by gender or voluntary participation in distance learning. Third, the voluntary participation of students and the student-teacher interaction in distance learning had a positive (+) significant effect on perceived implementation of practical reasoning, yet negative (-) significant effect on needs for practical reasoning.

• The Journal of Korean Philosophical History
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• no.23
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• pp.217-244
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• 2008

This research studied Minor Annotation of Elementary Learning("小學枝言") and Private Examination of Classic of the Mind("心經密驗") from the ethical perspective. Minor Annotation of Elementary Learning and Private Examination of Classic of the Mind are writings that play a role of bridge between Chinese classics(經學) and Theory of Statecraft(經世論). These two essays were written for the purpose of putting virtue into practice, which had been attained by studying Chinese classics, through a vehicle called Theory of Statecraft. If Minor Annotation of Elementary Learning called as a book of cultivation of outward morality or outward behavior, then Private Examination of Classic of the Mind is the book for cultivation of inward temperament. The 'practice' emphasized by Dasan through these two essays denotes ceaseless efforts toward goodness or virtue. Such efforts can be interpreted as 'ethical practice', if looked at from the perspective of aggressive struggle toward virtue. Dasan, in these two essays, had stressed to practice Good(善) through positive and lively actions. The matter of Good and Bad(善惡) in humans is not associated with their mind, but related to their practice. That is to say, humans may turn out to be good through means of 'ethical practice'. For Dasan, 'ethical practice' toward Good should have to be continued and upheld not only in the course of self-cultivation, but also in 'establishing relationship' with others. Such an assertion of Dasan was to lay emphasis on accomplishment of 'ethical practice' toward Good amid close relationship between personal and social ethics. Also, Dasan had emphasized free will(自由意志) in humans. This means that Good and Bad will be determined according to humans' free will, and to the same extent, that humans are responsible for its consequence. It is noted that Dasan had stressed that any human having free will should have to be a 'man of virtue'(君子) through means of 'ethical practice'.

• The Bimonthly Magazine for Agrochemicals and Plant Protection
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• v.7 no.5
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• pp.83-90
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• 1986

금년 벼농사에도 태풍에도 불구하고 막바지에 접어들어 풍년의 열매, 벼알이 황금물결로 변해가면서 온 들녘을 출렁이고 있다. 미완성된 쌀을 완전한 쌀로 만들어 6년 연속 풍년을 거두기 위해서는 앞으로도 실천해야 할 몇가지 핵심과제가 있는데 이 마무리작업을 착실히 실천하여 대풍농사를 거두도록 다같이 노력해야겠다.

• 농업기술회보
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• v.49 no.2
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• pp.26-27
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• 2012

올해부터 가축분뇨는 해양투기가 전면 중단되고 육상에서 처리됨에 따라 가축분뇨액비의 자원화가 더욱 절실히 요구되고 있다. 가축분뇨액비의 품질을 향상시키고 작물재배 활용기술의 조기정착을 통한 자연순환농업을 실천하여 화학비료 사용량을 줄이고 환경오염을 방지한다.

• Proceedings of the KSCN Conference
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• 2005.04a
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• pp.152-152
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• 2005

• Proceedings of the Korean Society of Community Living Science Conference
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• 2005.06a
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• pp.195-195
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• 2005

• Proceedings of the Korean Society of Community Living Science Conference
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• 2005.06a
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• pp.218-219
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• 2005

• 건강소식
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• v.31 no.3 s.340
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• pp.24-27
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• 2007

최근 국민들 사이에서 주목되고 있는 걷기운동. 일상운동과는 전혀 인연이 없는 사람이라도 이 걷기운동 건강법을 실행함으로써 무리 없이 손쉽게 건강을 유지할 수 있다고 하여 이른 아침이나 저녁 때 공원이나 도로변에서 걷기운동을 실천하고 있는 사람을 많이 볼 수 있게 되었다. 그저 할 일 없이‘걷는다’는 것이 아니라 건강에 좋은 걷는 방법과 지식을 갖추고 건강 걷기법을 실천해보자.

• The Bimonthly Magazine for Agrochemicals and Plant Protection
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• v.5 no.1
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• pp.25-27
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• 1984

갑자년의 새해부터 우리의 생활주변에서 달라지는것이 많다. 교육$\cdot$세금에서부터 농수산분야에 이르기까지 많은것이 바뀌었기에 알아두어야 할것도 많다. 새해부터 바뀌는 것중 특히 우리 농민에게 밀접히 관계되는것을 간추려 본다. 생각하고 실천하는 농민으로써 모두가 읽어보고 실천해 많은 득이 있기를 바란다