• Journal of Nutrition and Health
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• v.50 no.6
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• pp.645-654
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• 2017

Purpose: The purpose of this study was to investigate the current status of dietary education carried out by dieticians or nutrition teachers at elementary, middle, and high schools in Gyeonggi province. We compared dietary education status not only among school level but also between dieticians and nutrition teachers. Methods: The survey using self-administered questionnaires was conducted by dieticians or nutrition teachers at 91 schools (43 elementary schools, 33 middle schools, and 15 high schools) in Gyeonggi province in December, 2015. The questionnaire consisted of questions regarding general characteristics of respondents, current status of dietary education, opinion about dietary education methods, and cooperation level of persons concerned. Results: The placement rate of nutrition teachers was 50.5% overall. Only 36 out of 91 schools conducted regular dietary education, and the percentage of schools conducting regular dietary education was significantly different according to school level with the lowest percentage in high schools, equivalent to 20% (p = 0.003). The average annual dietary education time was 12.4 hours, and it was very low in high schools (5.1 hours) and in schools without a nutrition teacher (1.6 hours). The levels of cooperation and support from principals, teachers, parents, and students were significantly lower in high schools than elementary and middle schools (all p < 0.001) and in schools without a nutrition teacher than schools with a nutrition teacher (all p < 0.05). Conclusion: The results show that the level of dietary education is not enough and needs to be improved, especially at middle and high schools and at schools without a nutrition teacher. Government support polices need to be implemented to encourage dietary educational activities.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.17-36
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• 2007

The purpose of this study was to develop health belief model based various milk education program as print education media and apply to elementary, middle, and high schools. The subjects were 432 students(124 elementary, 122 middle, 186 high school students). We designed one group pretest-posttest study model. The data were obtained from pre and post-study with self-administered questionnaires. Before applying this education program, we evaluated the degree of awareness on milk. Their awareness on milk was very low, 35.5% lower elementary, 32.7% higher elementary, 52.5% middle, and 54.3% high school students were answered they don't know the milk well. After they had implemented milk education program, their recognition on milk had changed that milk is nutritious as supplementary food. And their reasons for drinking milk were also changed that 'they want to eat it' in elementary school students, 'they want to be healthier' in middle school students, and 'they want to be taller' in high school students. Their nutrition knowledge score showed a significant increase(p<0.05). As a results. milk nutrition education has improved nutrition knowledge and recognition on milk in elementary, middle, and high school students. To improve their milk eating behaviors, nutrition education programs will have to be continued.

• Korean Journal of Food Science and Technology
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• v.42 no.5
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• pp.578-585
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• 2010

The purpose of this research was to estimate dietary sodium exposure and to determine the sodium contents of school lunches in Incheon and Gangwon. In this study, we collected 1,334 samples from 8 elementary schools and 8 middle schools for 15 days. The average lunch intakes at the elementary and middle schools were $381.2{\pm}73.8g$ and $460.4{\pm}81.5g$, respectively. The sodium contents of main dishes, side dishes, and desserts were $49.7{\pm}105.6$ mg/100 g, $517.2{\pm}409.2$ mg/100 g, and $135.4{\pm}195.5$ mg/100 g, respectively. The average sodium intakes through lunch at the elementary and middle schools were $863.0{\pm}291.1$ mg and $1,052.1{\pm}323.4$ mg, and average potassium intakes were $571.1{\pm}193.0$ mg and $655.8{\pm}198.4$ mg, respectively. The results of this study show that sodium intake from school lunches is about 47% of the recommended daily intake (RDI, 2,000 mg per day) established by the WHO. Therefore, it is recommended that sodium exposure be continuously monitored.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.327-344
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• 2011

This study is the first step for us toward improving high school students' capability of statistical inferences, such as obtaining and interpreting the confidence interval on the population mean that is currently learned in high school. We suggest 5 underlying concepts of 'discretion of contingency and inevitability', 'discretion of induction and deduction', 'likelihood principle', 'variability of a statistic' and 'statistical model', those are necessary to appreciate statistical inferences as a reliable arguing tools in spite of its occasional erroneous conclusions. We assume those 5 concepts above are to be gradually developing in their school periods and Korean mathematics textbooks of grades 1-12 were analyzed. Followings were found. For the right choice of solving methodology of the given problem, no elementary textbook but a few high school textbooks describe its difference between the contingent circumstance and the inevitable one. Formal definitions of population and sample are not introduced until high school grades, so that the developments of critical thoughts on the reliability of inductive reasoning could not be observed. On the contrary of it, strong emphasis lies on the calculation stuff of the sample data without any inference on the population prospective based upon the sample. Instead of the representative properties of a random sample, more emphasis lies on how to get a random sample. As a result of it, the fact that 'the random variability of the value of a statistic which is calculated from the sample ought to be inherited from the randomness of the sample' could neither be noticed nor be explained as well. No comparative descriptions on the statistical inferences against the mathematical(deductive) reasoning were found. Few explanations on the likelihood principle and its probabilistic applications in accordance with students' cognitive developmental growth were found. It was hard to find the explanation of a random variability of statistics and on the existence of its sampling distribution. It is worthwhile to explain it because, nevertheless obtaining the sampling distribution of a particular statistic, like a sample mean, is a very difficult job, mere noticing its existence may cause a drastic change of understanding in a statistical inference.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.81-95
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• 2006

The purpose of this study was to evaluate appropriateness of clothing & textiles as educational contents in practical arts or technology home economics in the 7th curriculum. The factors of appropriateness were the amounts of learning, the degrees of understanding, interest and requirement on the educational content recognized by elementary, middle and high school students. The data collected from evaluation sheets were analyzed by frequency analysis, t-test, crossing analysis using SPSSWIN 12.0 program. Results were as follows; First. more than 50% of elementary, middle and high school students were recognized the amounts of tearing of clothing & textiles proper. But boy students of middle school recognized 'making clothes' in practice course too heavy. Second. It were from easy to difficult that the degrees of understanding on the educational contents of clothing & textiles recognized by elementary school students. Elementary school students understood both 'making cushion' and 'sewing machine theory and practice' difficult. Middle school students understood 'basic sewing for repairing clothes' and 'making clothes' difficult whereas high school students thought 'making pillow' and 'making bag' difficult. All students understood practice courses hard. Third, the degrees of interest showed from 'interest' level to 'not interest' level in case of elementary school students whereas 'interest' level in middle school students and 'common' in high school students. Fourth, the requirements of elementary, middle and high school students were in 'necessary' level to 'common' level. Editional contents such as 'learning sewing machine', 'making cushions'. 'making clothes', and 'making pillow-cover and bag' were low in the degrees of requirement. The correlationship between the amount of learning and the each level of understand, interest and requirement of students was indirect. On the other hand, Among the level of understand, interest and requirement were direct in case of high school students.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.591-598
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• 2019

The purpose of this study is to identify the perceptions of SW education among elementary, middle and high school students, parents, and teachers, and to identify the variables that influence the perception of SW education. For this study, a total of 50 elementary schools, 14 middle schools, and 8 high schools were selected from the stratified sampling method, and an online survey was conducted for students, parents, and teachers. According to the results, the questionnaires of 2,231 students, 615 parents, and 173 teachers were analyzed. According to the results of the study, students, parents, and teachers who had experienced SW leading schools had a high awareness of SW education, and school-level students showed higher recognition in the order of elementary, middle, and high school. As a result of analyzing the difference of perception according to the characteristics of the study subjects, the students were more aware of the fact that male students, students who participated in SW-related club activities, students who participated in SW-related competitions, higher class times of the desired. In the case of parents, the parents of male students, parents who taught SW-related educational activities outside the school, and the parents with high hopes had high awareness. In the case of teachers, the higher the educational experience of SW, the higher the students' perception of the desired time of 2 hours. As a result of analyzing the influence of the characteristics of the subjects on the perception through the multiple regression analysis, the students 'and parents' awareness and the degree of hemming on the SW-related education were found to have a positive effect. In addition, teacher awareness and SW education career were found to have a positive effect.

• Korean Journal of Heritage: History & Science
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• v.51 no.1
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• pp.80-99
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• 2018

In premodern society, the central spaces in local counties were known as Eupchi (邑治), in which Gwan-a (官衙). The Eupchi located in seaside counties were in Eupseong, whereas the Eupchi of inland counties only included a Gwan-a, and did not have a fortress. Yanggeun-gun (楊根郡) and Jipyeonghyeon (砥平縣), which currently form Yangpyeong-gun (楊平郡), were counties where only Gwan-a existed. At present, there are few traces of the Gwan-a in Yanggeun and Jipyeong. In addition, it is impossible to exactly verify the history, scale and location of these two Gwan-as. Therefore, this study attempts to make a rough estimation of the histories, scales and sites of these Gwan-a by analyzing the relevant literature and ancient maps that are scattered according to the principles of spatial organization of local Gwan-a. The Yanggeun and Jipyeong Gwan-a appear to have been built in the early Joseon period. There are three reasons for this assertion: First, in Yanggeun and Jipyeong, Suryeong (守令) were first officially appointed after the early Joseon period. Once Suryoeng were appointed to such counties, the Gwan-a in which they would serve could be established. Second, the Dongheon (東軒) in Yanggengun and the Gaeksa (客舍) in Jipyeonghyeon were rebuilt in 1703 (29th year of the reign of King Sukjong) and 1465 (11th year of the reign of King Sejo), respectively; thus; the Gwan-a must have existed since the early Joseon period.. Third, in Yanggeungun, the Hyanggyo (鄕校) had existed since the early Joseon period, as the Joseon government necessarily established the Hyanggyo in areas where Suryeong were established. The facilities of local Gwan-a in the Joseon period were largely divided into gonghae (公?), educational institutes, and alters. The gonghae was a facility in which the Suryeong and Gwanwon (官員) managed administrative, judicial and military affairs, and consisted of the A-sa (衙舍), Hyeongcheong (鄕廳), Jackcheong (作廳), Gaeksa (客舍), Gungwancheon (軍官廳), and so on. The education institute was called a Hyeonggyo, while alters included the Sajikdan (社稷壇), Seonghwansa (城隍祠) and Yeodan (?壇). Both the Yeongeun and Jipyeong Gwan-a also consisted of such facilities as A-sa, Hyangcheong, Jakcheong, Gaeksa, Gungwancheong, Hyeonggyo, Changgo, Sajikdan, Seonghwangsa, Yeodan, Saryeongcheong, Jiincheong and Gwannocheong. The present sites for both Gwan-as cannot be identified with any certitude. However, they can be roughly identified by connecting the related literatures, oral statements and relics with the principles of spatial organization of local Gwan-a in the Joseon period. ${\bullet}$ Address of the Yanggeun A-sa (Dongheon): the whole of # 15, Gwanmun 1-gil, Yangpyeong-eup (Yanggeun-ri 151) in front of Yanggeun Junior High School at present. ${\bullet}$ Address of Yanggeun Gaeksa: around the Yangpyeong police station at present. ${\bullet}$ Address of Jipyeong A-sa(Dongheon): the whole of Jipyeong-ri 248-250, Jipyeong-myeon at present. ${\bullet}$ Address of Jipyeong Gaeksa: the whole of Jipyeong-ri 238, Jipyeong-myeon at present.

• Childhood Kidney Diseases
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• v.7 no.2
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• pp.142-149
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• 2003

Purpose : The urinary mass screening program for the detection of urinary abnormalities in school aged population has been performed in Seoul since 1981. Nation-wide urinary mass screening program was also performed since 1998. The aim of this study was to analyze the cause and nature of isolated proteinuria detected by chance on the urinary mass screening test in Busan and Kyungsangnam-do Province Methods : The medical records of 44 cases of isolated proteinuria detected by chance on the urinary mass screening test in Busan and Kyungsangnam-do Province, and evaluated for urinary abnormalities at the pediatrics outpatients renal clinics of Busan Paik Hospital from April 2002 to August 2003 were reviewed prospectively. Results : The cause and incidence of isolated proteinuria were as follows; transient proteinuria 4 cases(9.1%), orthostatic proteinuria 36 cases(81.8%) and persistent proteinuria 4 cases (9.1%). The total protein amount of the 24 hour urine were $121.0{\pm}136.4\;mg$ in transient proteinuria, $179.1{\pm}130.0\;mg$ in orthostatic proteinuria and $1532.8{\pm}982.5\;mg$ in persistent proteinuria. In the orthostatic proteinuria group, the total protein amount of the 24 hour urine was in the range of 40-616 mg. Spot urine protein/creatinine ratio(PCR) were $0.10{\pm}0.01$ in transient proteinuria, $0.61{\pm}0.61$ in orthostatic proteinuria and $4.35{\pm}4.04$ in persistent proteinuria. In the orthostatic proteinuria group, spot me PCR was in the range of 0.09-2.32. Renal biopsy was peformed in 4 children of the persisitent proteinuria group. They showed minimal change in 1 case, membranoproliferatiye glomerulonephritis in 2 cases and secondary renal amyloidosis in 1 case. Conclusion : The majority of isolated proteinuria which was detected by chance on school urinary mass screening were transient or orthostatic proteinuria. Even though the incidence of persistent proteinuria was much lower, it is necessary to take care of these children regularly and continuously, because persistent proteinuria itself is a useful marker of the progressive renal problems.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.392-402
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• 2010

The purpose of this study is to analyze and evaluate the self-directed learning contents of Earth science area in the basic course of the 7th grade. For this purpose, we applied the 'Cyber Home Study Content Quality Control Tool' presented in 'Elementary Secondary Education e-Learning Quality Management Guidelines (Ver.2.0)' of Korea Education & Research Information Service (2008). The results of contents analysis are as follow: First, it was presented that the study guide introduced the contents which should be studied for one class, properly. And it was not analyzed that the diagnosis assesment was not completed in the initiative study; Second, it was possible to study choosing the contents fitting the learner's level of learning in the main study, it was comprised of about 15 minutes. Third, it was performed without feedback for incorrect answers in the learning assessment, just the number of wrong questions. And the learning arrangement present the important contents learned in that class, summarizing and arranging again. The results of content evaluation are as follows: First, a big difference was not showed against the needs analysis, instructional design, interaction in each class. And the evaluation of the ethics was not included a word or sentence not suitable. The evaluation of copyright, it was analyzed that Work within the content display in compliance with international copyright Second, the evaluation of instructional design presented mainly the description of a simple picture based, the visible resources like flash card were poor. And in the evaluation of Supporting System, it was presented that the contents were installed so that it was freely available for learners. But it was analyzed that there was no memo-function learners were able to jot down something during the studying contents. And in the evaluation for evaluation, the clear valuation basis about the described content was not presented. So there were slightly differences for each class. Third, in the evaluation and analysis for learning content, it was presented that there were some big differences for each class because it was not composed of the latest information, not corrected and complementary.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.10
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• pp.1545-1554
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• 2010

Korean government will set up the nationwide food safety system with strict control of hazardous nutrients like sugar, fatty acids and sodium as well as advanced nutrition education system. In addition, almost one hundred percent of school food service rate forced the government to consider more effective ways to upgrade the nutritional status of school meals. The object of our study was to provide the data on content and consumption of sugar in school meal for the nationwide project. For this purpose, we surveyed the sugar content of 842 school meal menus and their intake level for 154 days in 8 schools in Daejeon and Chungcheong Province. Sugar contents, the sum of the quantity of 5 sugars commonly detected in food, were analysed with HPLC-RID (Refractive Index Detector). Sugar intakes were calculated by multiplying the intake of each menu to the sugar content of that menu. The sugar content was highest in the desserts, which include fruit juices, dairy products and fruits. Sugar content of side dish was high in sauces and braised foods. Sugar intake from one dish is high in beverage and dairy product, and one dish meals contribute greatly to sugar intake because of their large amount of meal intake. The average lunch meal intakes of second grade and fifth grade elementary school students were 244 g/meal and 304 g/meal, respectively. The meal intake of middle school student was 401 g/meal. The average sugar intake from one day school lunch was 4.22 g (4.03 g on elementary and 5.31 g on middle school student), which is less than 10% of daily sugar reference value for Koreans. The result of this study provides exact data of sugar intake pattern based on the content of sugar which is matched directly to the meals consumed by the students.