• Journal of agricultural medicine and community health
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• v.29 no.2
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• pp.265-285
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• 2004

Objectives: The acute toxic effects of pesticide are well known. Concern has also been expressed that long-term exposure may result in damage to the central nervous system. This study was conducted to test the hypothesis that central nervous system symptoms might occur due to pesticide exposure. Methods: In a cross-sectional study, first, cumulative exposure index (CEI) was estimated. Neurologic symptoms (Q-16 questionnaire) for 541 farmers (exposed to pesticides) were compared with 119 non-exposed persons in spraying season nine rural areas in Korea. Results: The pesticides poisoning rates for last 3 months were 67.2% for orchard farmers, 55.3%for dry field farmers, and 20.5% for husbandry farmers, respectively, showing significant difference (p<0.001). Compared with non-exposure group, exposure groups (especially, orchard farmers) reported significantly more neurologic symptoms and had a higher overall neurological symptoms score (p<0.001). Factors related to the positive neurological symptoms (answers "yes" to six or more of Q-16 questionnaire) adjusted for age, sex, education level, smoking and alcohol drinking were type of farming (OR 3.08, 95% CI 1.50-6.30 in orchard farmers vs non-exposure group), CEI (OR 2.75, 95% CI 1.12-6.78 in Q3 vs Q1), past poisoning (OR 1.97, 95% CI 1.21-3.20 vs normal), current mild poisoning (OR 3.03, 9500 CI 1.47-6.22 vs normal) and current moderate poisoning (OR 6.34, 95% CI 3.03-13.25 vs normal), respectively. Conclusions: These results suggest that long-term exposure to pesticides appears to be associated with subtle changes in the central nervous system.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.89-106
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• 2009

The purpose of this study was to investigate the perspectives on curriculum of secondary school home economics(HE) teachers, the HE teacher efficacy level, and the correlation between their perspectives on HE curriculum and the HE teacher efficacy. A questionnaire survey was carried out to the 500 HE teachers from middle and high schools across the nation, 215 questionnaires were used in the final analysis. The findings of this study were as follows: First, most of HE teachers had the biggest interest in interpretative perspective and some teachers had a interest in critical perspective. On the other hand, a few teachers only had a interest in technical curriculum perspective. Second, HE teachers who worked in the big cities tended to be more interested in interpretative perspective than those who worked in small cities. HE teachers from 25 to 40 years olds tended to be more interested in critical perspective than those who were more than 50 years old. Also, HE teachers with less than 15 years of experience tended to be more interested in critical perspective than those who had worked for more than 15 years. Third, the average of the HE teacher efficacy level was 3.69. The efficacy level of studying support was the highest. Then came class support, environment support, instruction strategy, and demands alternation in order. Fourth, there was moderate correlation between the interpretative perspective on curriculum of middle and high school HE teachers and teacher efficacy level in comparison with other curriculum perspectives.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.333-357
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• 2014

This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.

• Journal of vocational education research
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• v.37 no.6
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• pp.36-60
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• 2018

The purpose of this study is to explore the occupational personality required for high school graduates and to develop a scale to measure them objectively. In order to achieve the purpose of the study, this study constituted the delphi committee composed of the teacher group and the industrial personnel group. Afterwards, Delphi survey was conducted twice, and it was found that 12 jobs such as sincerity and honesty were related to occupational personality. As a result of the development of the scale based on the previous research and the expert group interview, 12 factors and 116 scales were developed for the pre - occupational personality test tool. In order to verify the validity and reliability of the developed preliminary test tool, we conducted a questionnaire survey of 700 students of vocational high school, and 514 questionnaires were used for final analysis. Parallel analysis was performed to determine the number of factors before exploratory factor analysis. As a result, eight factors were found to be appropriate. As a result of exploratory factor analysis using the 'maximum likelihood method' and 'direct oblimin rotation method', 78 items of 8 factors were found appropriate. However, in order to confirm whether the item reflects the contents of the factors, we conducted a content validity test for the expert group. As a result, feedback was obtained that 19 items were irrelevant or inadequate. Therefore, the validity of the existing job personality test tool and the modified job personality test tool were verified through confirmatory factor analysis. As a result, the fitness of the revised test tool was higher and the fitness level was generally good.

• Journal of Nutrition and Health
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• v.51 no.6
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• pp.556-566
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• 2018

Purpose: This study was designed to determine the relationship between health behaviors and high levels of low-density lipoprotein-cholesterol (LDL-cholesterol) according to cardiovascular risk factors among Korean adults. Methods: This cross-sectional study was based on the sixth Korea national health and nutrition examination survey (KNHANES VI). Participants were 13,841 adults aged 19 years and older. Cardiovascular risk factors were stroke, myocardial infarction or angina, diabetes mellitus, smoking, hypertension, aging, high density lipoprotein-cholesterol (HDL-cholesterol) under 40 mg/dL and HDL-cholesterol over 60 mg/dL. Cardiovascular risk groups were classified as very high risk (stroke, myocardial infarction or angina), high risk (diabetes mellitus), moderate risk (over 2 risk factors), and low risk (below 1 risk factor). The prevalence of high LDL-cholesterol was calculated using the LDL-cholesterol target level according to cardiovascular risk group. Results: The prevalence of high LDL-cholesterol was 25.5% in males and 21.7% in females. Complex sample cross tabulation demonstrated that the high LDL-cholesterol and normal groups differed significantly according to age, education, body mass index, percentage of energy from carbohydrate, fat, saturated fat and n-6 in males and females. These two groups were also significantly different according to smoking in males and the percentage of energy from n-3 in females. Complex sample multiple logistic regression analysis adjusted for multiple confounding factors demonstrated that the probability of high LDL-cholesterol was significantly associated with current smoking (OR: 1.66, 95% CI: 1.40-1.99), obesity (OR: 1.95, 95% CI: 1.64-2.31) in males, and current smoking (OR: 1.73, 95% CI: 1.19-2.52), obesity (OR: 1.63, 95% CI: 1.39-1.90), percentage of energy from n-3 (quartile 1 vs. quartile 2; OR: 0.77, 95% CI: 0.62-0.96; quartile 1 vs. quartile 3; OR: 0.73, 95% CI: 0.56-0.94; quartile 1 vs. quartile 4: OR: 0.67, 95% CI: 0.51-0.87) in females. Conclusion: This study reveals the impact of smoking, obesity, energy percentage of nutrient intake on LDL-cholesterol.

• 한국노년학
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• v.28 no.4
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• pp.1041-1054
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• 2008

This study aimed to identify the severity and types of prostate symptom, to identify the relationship of prostate symptom, sleep quality and quality of life of the elderly in korea, so to provide basic data for developing nursing interventions for the elderly's prostate symptom management. This study used a descriptive correlational research design. The subjects of this study were 100 elderly men over 65yr in an urban city. Data were collected through personal interviews using questionnaires from September 2006 to March 2007. The IPPS, PSQI and SF-36-K were administered. The collected data were analyzed by descriptive statistics and Pearson's correlation. The major findings of this study were as follows: 1) 44% of the participants have moderate to severe Prostate symptom(IPSS>7). 2) Prostate symptom has positive relationship with sleep quality(r=.272, p=.006) and negative relationship with health related quality of life(r=-.197, p=.049). The results of this study indicate that prostate symptom is related to sleep quality and quality of life. So it is necessary to give information to the elderly about the effective coping method of prostate symptom and about the life style which have positive effect to prostate symptom.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• 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.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.37-56
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• 2007

The purpose of this study is to provide basic resources to the first-grade Home Economics Regular Teacher Qualification Program (FGHERTQP) in order to improve its operation plans. For the study, the three methods were carried out: an analysis on the curricula of FGHERTQP over six years since 2000, a questionnaire asking their satisfaction degrees and needs on the programs which was answered by the home economics teachers who were the participants of FGHERTQP, and several statistical analyses such as a descriptive-test, a $X^2$-test, a t-test, and one way ANOVA by using SPSS Win ver 10.0. The results of the study were as follows; Firstly, FGHERTQP has been operated ten times by five training centers during resent six years. Subject matters ($1{\sim}7$), whole numbers of lectures ($11{\sim}29$), and their allotted working hours ($111{\sim}136$) vary with individual training centers and operation years. Secondly, when using 5 point likert scales, Contents and Methods of evaluation marked 3.08 which were the lowest scores, and Qualification Training in General marked 3.72 which was the highest score among five fields of Qualification Training in General, Contents, Organizations, Methods and Evaluation. The overall scores were low. Thirdly, in needs analysis on offering subject matters, the participants wanted to study the field of home economics education more than that of subject contents. Looking about the highest needs classified by domains, Food Principles & Meal Management showed the highest in Foods. And Consumer Issues in Clothing & Textiles in Textiles, Upcoming Housing Cultures in Housing, Family Relationship in Child Development & Family Relationship, Juveniles and their daily life as a consumer in Family & Consumer Resources Management. Fourthly, training centers' lectures available had a significant influence on the satisfaction degrees according to general characteristic variations of the participants. That is, as a training center offers more lectures in the field of subject education than those of subject contents, the participants showed higher satisfaction degrees (p<.05).