• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.169-179
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• 2016

This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.

• Journal of the Korean Society of Food Culture
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• v.25 no.1
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• pp.100-107
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• 2010

This study was performed to compare the dietary intake and food sources of zinc (Zn), using a database of Zn composition developed in this study, between elementary schoolchildren in a remote rural area (RA, n=58, $9.9{\pm}1.7\;yrs$) and those in an urban area (UA, n=60, $9.4{\pm}1.8\;yrs$) in Chungnam province in Korea. A dietary survey for three days by food record method was performed. All kinds of foods (n=273) consumed by subjects were collected by aliquot sampling method, and the Zn content of these foods were analyzed by wet technique. The results showed that the daily mean intakes of energy, calcium, iron, and vitamin C from diet in the RA were in the range of 49-88% of the Korean DRI (KDRI), while those in the UA were similar to or greater than the KDRI, except for calcium and iron. The daily mean intake of Zn from the RA diet was $7.0{\pm}0.5\;mg/d$ ($114.1{\pm}8.4%$ of the KDRI), and $16.0{\pm}1.0\;mg/d$ ($258.3{\pm}16.3%$ of the KDRI) in that of the UA (p<0.001). The percentage of dietary intake of Zn less than 2/3 of the KDRI was 19.0% in the RA, in comparison to 1.7% in the UA. Those in the RA consumed Zn from plant foods more often than did those in the UA (p<0.001). Beef rib stew was the food source with highest Zn amount for the total subjects, followed by beef rib meat, roasted; and beef soup w/seasoned red pepper sauce. These results showed that some children in the RA had poor Zn nutrition based upon low intakes and poor food sources of Zn, while overall, children in the UA had good Zn nutrition. Therefore, those in RAs should have their Zn nutrition improved through government policy and nutrition education.

• Journal of the Korean Society of Food Culture
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• v.21 no.2
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• pp.107-115
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• 2006

The purpose of the study was to investigate the perception and the knowledge of the Korean traditional foods in elementary school students. For the investigation, 373 fifth-grade elementary school students in Incheon were surveyed by a questionnaire, and the data were analized by the SPSS 10.0 program. The result showed that 85% of the surveyed schoolchildren showed the interest in the Korean traditional foods. It also revealed that female students are more interested in the traditional food than male students and the children of the career woman are more interested than those of the housewives. As for the motive of their interest, 39.7% of the subjects answered 'through mass media'. Male students and the children of the housewives got the interest through their mother, and female students and the children of the career woman got the interest through their hobby of cooking food. Among the traditional foods, 76.4% of the children designated kimchi as the most proud traditional food. As for the reasons of reducing traditional food use, 39.9% of students responded because of 'not-tasty' and 28.7% of students replied because of 'not enough time to cook'. But 62.2% of the subjects thought the traditional foods should be more used in the future. As for the succession and development of the traditional foods, 33.8% of the subjects said it should be carried out by the family. The basic knowledge score of the traditional foods was 5.78 on a scale of 10, which showed relatively low level. The lower their basic knowledge, the less their interest in the traditional foods was. The samgyetang, ogokbap and bindaetteok were the most perceived traditional foods. The cheonggukjang, nabakgimchi and jindallaehwajeon were the foods they had seen, but the they didnot have heard or seen the others. Among the traditional foods, susugyeongdan, jindallaehwajeon and dasik were more perceived by the schoolchildren in the rural area than those in the urban area. The jindallaehwajeon and dasik were more perceived by female students than by male students. Therefore, in order to make elementary schoolchildren take the traditional foods with pride by increasing their perception and knowledge of them, the family should give them many opportunities to eat traditional foods. The school also should try to establish a cooperative relationship to the family of schoolchilderen and use more Korean traditional foods in the school's meal program. Furthermore, the society's concern and support are necessary and also the role of mass media, which have great influence on children, is important.

• Journal of Korean Society of Archives and Records Management
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• v.23 no.4
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• pp.113-135
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• 2023

This study explores the transfer of defunct school records (by preservation period, type, and place of transfer) in South Korea since the Public Records Management Act was enacted in 1999 and suggests improvements. Metropolitan and provincial offices of education, totaling 17, were asked to disclose information about the status of defunct school records. Since 1999, 1,411 schools nationwide have closed permanently, predominantly elementary schools, followed by high then middle schools. By preservation period, there were more records in the 1 to 10-year category than in the 30-year to permanent category. By record type, most were electronic records, followed by paper records, archival objects, and audiovisual records. By place of transfer, most nonelectronic records were transferred to integrated schools, and most electronic records were transferred to the Records Management System. In-depth interviews with 10 record managers from local education offices found that the management of defunct school records varies widely by region and institution because of the lack of specified manuals. Participants also reported difficulties in transferring web-based records, archival objects, and audiovisual records, as well as insufficient archival space and computer systems. This study also provides suggestions to improve the management of defunct school records, such as establishing specified manuals, creating a dedicated government department for managing defunct school records, deploying workforces, and improving computer systems.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.333-348
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• 2023

Clear analysis and diagnosis of various characteristic factors of individual students is the most important in order to realize individual customized teaching and learning, which is considered the most essential function of math artificial intelligence-based digital textbooks. In this study, analysis factors and tools for individual customized learning diagnosis and construction models for data collection and analysis were derived from mathematical AI digital textbooks. To this end, according to the Ministry of Education's recent plan to apply AI digital textbooks, the demand for AI digital textbooks in mathematics, personalized learning and prior research on data for it, and factors for learner analysis in mathematics digital platforms were reviewed. As a result of the study, the researcher summarized the factors for learning analysis as factors for learning readiness, process and performance, achievement, weakness, and propensity analysis as factors for learning duration, problem solving time, concentration, math learning habits, and emotional analysis as factors for confidence, interest, anxiety, learning motivation, value perception, and attitude analysis as factors for learning analysis. In addition, the researcher proposed noon data on the problem, learning progress rate, screen recording data on student activities, event data, eye tracking device, and self-response questionnaires as data collection tools for these factors. Finally, a data collection model was proposed that time-series these factors before, during, and after learning.

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.115-128
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• 2023

This study examines the effects of a new app-based intervention program for conversational skills of children with high-functioning autism spectrum disorder (ASD). Participants in this study comprised 26 children diagnosed with autism, Asperger's syndrome, or pervasive developmental disorder-not otherwise specified (PDD-NOS). Participants were randomly assigned into a treatment group or a control group according to their ages, IQ, SCQ, and ASSQ scores. The treatment group met with teachers once a week for a single non-face-to-face class for nine weeks, along with conversation training at home using an app. The control group did not participate in any specific programs for conversational skills. Conversation data of all participants were collected before and after the intervention to compare the two groups based on changes in the conversational turn-taking and topic manipulation skills. When analyzed with respect to a Group X Period analysis of variance (ANOVA), the data indicated maintenance on the rate of appropriate listener's verbal responses in the treatment group, whereas the rate of inappropriate listener's verbal response significantly declined in the control group. In addition, the rate of conversation initiation and maintenance and the rate of appropriate initiation improved in the treatment group, whereas the rate of inappropriate initiation declined in this group. Overall, the study demonstrates promising effects of the novel App-based digital intervention on verbal conversational skills in children with high function ASD.

• Phonetics and Speech Sciences
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• v.16 no.2
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• pp.83-90
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• 2024

This study aimed to explore phonological retrieval and phonological memory skills in second to third graders with dyslexia, poor comprehension, and typical development. The participants included 17 children with dyslexia, 17 children with poor comprehension, and 24 typically developing children. Children with dyslexia scored below 85 on the word decoding test, poor comprehender scored above 90 on the word decoding, and below 85 on the reading comprehension test and typical children scored above 90 on both reading tests. All participants were assessed on rapid automatized naming (RAN) and nonword repetition (NWR). The result indicated that children with dyslexia performed significantly worse on RAN and NWR tasks than other groups. However, there was significant differences between poor comprehender and typically developing children. Furthermore, only RAN were significantly correlated with word decoding and reading comprehension in children with dyslexia. For typically developing children, RAN was correlated with word decoding and reading comprehension, while NWR had a significant correlation with reading comprehension. No correlations were found between these variables for poor comprehender. The finding suggests that children with dyslexia showed difficulties on phonological retrieval and phonological memory, which are essential for reading development while poor comprehender do not have difficulties with phonological processing skills. Phonological processing deficits may underlie word decoding difficulties in dyslexia.

• Phonetics and Speech Sciences
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• v.16 no.2
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• pp.99-109
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• 2024

Coarticulation is affected by the continuous movement of the articulator within a limited time and space through the neighboring segments and various overlaps. This study investigated the differences in coarticulation characteristics of children with reading disabilities and nondisabled children in CVC and VCV syllables consisted of stops, affricates, and vowels (a, i, u). The subjects were 13 children with reading disabilities and nondisabled children in the 2nd to 6th grades in elementary school. Two second formants were measured. One was measured at the point where the vowel began, and the other was measured at the mid point of the vowel stable section. Regression analysis was performed with F2 onset and F2 of the following vowel to obtain the locus equation (LE). 3-way ANOVA was conducted to the slope of the LE according to the groups (reading disabilities vs. nondisabled), places of articulation, and phonation types. In CVC syllable, dyslexic children showed a flatter slope than nondisabled children. With respect to the places of articulation, velar or bilabial sounds showed steeper LE slope than alveolar or palatal sounds. There were no main effects regarding group and phonation types variable for VCV syllable, and the significant differences in the places of articulation were also differed from the results for the CVC syllables. This study confirmed that dyslexic children showed a different pattern of coarticulation slope depending on the syllable structure. We also found that the higher pause rate of the dyslexic children had a stronger effect on the coarticulation in VCV structures.

• Journal of the Korean Society of Food Science and Nutrition
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• v.37 no.6
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• pp.729-737
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• 2008

The purposes of this study were to investigate supporting status and subsidy for school food service and to analyze the perception of school food service officials at the educational board on using rice bread to the school food service menu. The questionnaire was developed by content analysis, situation analysis, in-depth interview and checked by the school food service officials at the educational board. The questionnaires were responded by 33 officials (respondent rate: 86.8%) during September 1 to October 26 in 2007. The major findings of this study were as follows: First, most of the respondents were women (93.9%), and worked an average of 104.36 months at school-related work. The metropolitan & provincial office of education had prevalently jurisdiction over 272.3 rural and self-operation type of elementary schools, 115.50 rural and self-operation type of middle schools and 73.0 rural and self-operation type of high schools. In the case of the district office of education, 23.3 urban and self-operation type of elementary schools, 11.6 urban and self-operation type of middle schools and 5.3 urban and contracted type of high schools were averagely managed. Second, all the respondents supported meal cost for low-income group and 50.5% provided reimbursement for organic environmental agricultural products. The highest subsidy was 16.8 billion won as meal cost for low-income group in metropolitan & provincial office and 1,050 million won as labor cost in district office. Third, the experience of performing policies for using rice was relatively lower than perception of rice bread application to school food service menu. Fourth, the advantages of using rice bread were acceleration of consuming rice (32.0%), excellence of nutrition (24.0%) and promotion of healthy image (22.7%). On the other hand, the difficulties of using rice bread were lack of facilities (72.7%), higher cost compared to wheat bread (54.5%), limitation of menu application and cooking method (15.7% each). Fifth, the opinion of utilizing rice and that of applying rice bread were significantly correlated (p<0.001). Desirability and willingness were correlated with reality for applying rice bread to the school food service menu (p<0.001). Also, comparative analysis between divided groups by perception of utilizing rice showed that willingness and experience were significantly different.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.7
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• pp.966-974
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• 2010

The aim of this study was to examine characteristics between nutrient intakes, body composition and physical fitness in gifted athletic boys. The subjects were conducted in 50 boys aged 9~12 years living in Busan, Ulsan and Gyeongsangnam-do, Korea. Dietary intake information was collected from participants using 3-day food recorded and body composition was measured by bioelectrical impedance analysis, and their anthropometric parameters were measured. Swimming group's daily energy intakes were significantly higher compared to those of other groups. Athletics and swimming groups were significantly taller than gymnastics. Swimming group was significantly higher than gymnastics group in weight, fat mass, body fat percent and lean body mass. Athletics and swimming groups were significantly longer than gymnastics group in sit and ball throwing. Swimming group was significantly better than other groups in sit up, and athletics group was significantly faster than gymnastics group in 50 m run. In correlation result for nutrient intake and body composition: 1) Body weight shows positive correlation with protein, phosphorus, sodium, vitamin $B_1$, C and niacin. BMI shows positive correlation with sodium and niacin. Fat mass shows positive correlation with niacin and folate. Body fat% shows positive correlation with vitamin C, E, niacin and folate. LBM shows positive correlation with all elements except lipid, calcium, vitamin A, C, E and folate. In correlation result for nutrient intake and physical fitness: 2) Push up shows positive correlation with iron and vitamin C. Sit and throw ball shows positive correlation with the events except lipid, fiber, vitamin A, E and folate. Sit up shows positive correlation with vitamin $B_1$. Half squat shows positive correlation with iron. Standing long jump shows positive correlation with total energy, lipid, and vitamin A, B and $B_2$. Long run shows negative correlation with protein, carbohydrate, fiber, phosphorus, iron, sodium and zinc. Side step shows positive correlation with niacin. Sit and reach shows negative correlation with total energy, carbohydrate, phosphorus, sodium, zinc and vitamin $B_2$. In correlation result for body composition and physical fitness: 3) Sit and throw ball shows positive correlation with body weight, BMI, fat mass, body fat% and LBM. Standing long jump shows positive correlation with LBM. But long run and 50 m run shows negative correlation with body weight and LBM.