• Journal of the East Asian Society of Dietary Life
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• v.12 no.2
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• pp.91-99
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• 2002

This study was carried out to develop a diabetic-oriented convenience flood using 7 medicinal plants (Schisandra chinensis, Coix lachryma-jobi, Dioscorea batatas, Ophipogon japonicus, Lyicium chinense, Houttuynia cordata, Polygonatum sibiricum) and chicken. Portion size was 310g, total calorie was 551.6 kcal and carbohydrate, lipid and protein were consisted of 53.0%, 20.9% and 26.1%, respectively. Calcium, zinc and iron content were 268.9mg, 5.4mg and 6.1mg, respectively. Crude fiber content was 22.9g. In sensory evaluation, the scores of taste, color, texture and overall acceptability were higher than normal diabetic meal. Hypoglycemic effect of the device meal for diabetic persons was excellent compared to that of normal diabetic meal. The above results indicate that the 7 medicinal plants can be used as functional ingredients fur diabetic-oriented convenience flood industry. Also, device meal can be used as ready-prepared food for weight control.

• 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.

• Information Systems Review
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• v.12 no.1
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• pp.165-188
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• 2010

Recently public and finance SI (system integration) industry is called as 4D (difficult, dangerous, dirty, dreamless) industry because of low profit, overtime works and poor motivation of employees. Even some people think at SI industry to be a labor intensive industry instead of a high technology industry. The current study considers outside environmental change of SI industry as well as inside capability enhancement of SI companies. The study adopted action research method with the author's expertise and experiences as a head of a major SI company in Korea. The current research framework suggests 5 areas of profitability enhancement that offers propositions and implications. 5 areas of profitability enhancement are (1) policy improvement, (2) business portfolio innovation (3) sales capability reinforcement, (4) delivery capability reinforcement, and (5) cost management innovation. The five areas include 11 propositional factors and 21 implementation plans which were chosen from the profitability perspectives of SI companies.In order to successfully execute propositions and implementation plans of the framework, 3 years is needed and after 3 years profitability are expected to increase 10% higher than the current level. The framework, propositions and suggestions in this study are expected to offer a real contribution for SI companies that want to enhance competitiveness and profitability. Future extension of the current study to benchmarking the competitiveness and profitability between local companies and global companieswill bring a solid attention from industry and academics.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.71-89
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• 2009

The purpose of this paper was to suggest effective management of clothing department in vocational high schools. Bibliographic research on ten vocational high schools' clothing departments was done. Also a survey was done to figure out what students and teachers think of clothing department education. The results were as follows. There are ten clothing departments in vocational high schools countrywide. 1493 students are enrolled in the department and they are taught by 51 teachers. Each school has two to seven laboratories. Professional subject time assignment of clothing department varies from 82 to 112 hours. Students chose clothing department in order to enter the university and their satisfaction on the department was "fair." Students' satisfaction level of professional education courses was "fair" and they felt difficulties both in theory and practice. Students answered that Embroidery/Knitting courses should be closed and Fashion Coordination be opened. Students were "fairly" satisfied with facilities for practice and felt job training was necessary. Most of them wanted to enter university after high school graduation. Teachers answered professional education curriculum was "fair." They found it necessary to improve the textbooks and felt both theory and practice difficult. They wanted Embroidery/Knitting courses to be closed and Fashion CAD course to be installed. From the teachers' view, students' prospect was better to enter university than to get a job. Teachers suffered from too much teaching-unrelated workload and wanted the number of teachers to be increased. Considering the above results, vocational high schools should concentrate their efforts on making students continue to study by extending the way to enter the same department of university as department of vocational high schools. In addition, they should develop various practice programs through field practice and educational-industrial relationship to help students get jobs. Both teachers and students think that the clothing department curriculum is difficult now. Therefore, the level of the curriculum should be adjusted. Finally, it was necessary to increase the number of teachers and to carry out teachers' training to raise quality in education.