• Journal of the Korean Society of School Health
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• v.10 no.1
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• pp.87-97
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• 1997

The purpose of this study is to examine the importance of family environment for middle school student's health behavior. In order to do this we collected data through the questioning of 543 male students and 512 female students in 4 Pusan middle schools. The results of this study are summarized as follows. The score on their family cohesion and adaptability was 57.8, 43.5 on the average for male students and 59.8, 44.8 in female students. The score on their family adaptability and cohesion was higher in fema1e students than male students. The score of their Breslow health behavior was 4.20 from a total of 7.00, the total score of health behavior was 131.4 from a total of 176.0 scores. The students had a 43.9 out of 60.0 in personal hygiene and daily habits, 32.8 out of 40.0 for infectious disease preventive behavior, 30.2 out of 40.0 in accident prevention, 24.5 out of 36.0 in mental health. In the cases of males, the score for Breslow health behavior was higher the lower the school grade, the younger the parents, the higher the educational level of parents, the more comfortable the family, and the higher the economic state. There was a statistically significant difference with regard to family cohesion and adaptability. In the cases of females, The total score for health behavior was higher. However, the difference was not significant in other fields. With the multiple regression analysis, the health behavior of middle school student was associated significantly with sex (female students), grade, family cohesion, and adaptability. In Breslow health behavior, scale sex (male students), father's age, family cohesion and the harmony of parents were significant variables. From the results of this study, a good family environment fur middle school students is very important.

• Journal of the Korean Society of School Health
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• v.10 no.2
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• pp.271-283
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• 1997

This study is designed for the school health education, contributing experience of life from middle school students from broken homes by describing specifically what they go through. And on this basis this study works out a grounded theory on the experience of life for middle school students from broken homes. The data was collected through a series of interviews with nine subjects singled out at each stage of research. With the permission of the subjects, the interviews were recorded and transcribed. The interviews lasted from 30 minutes up to one hour and 20 minutes. The in-depth interviewing methods and observations was used for data collection. The data was analyzed in the framework of grounded theory as mapped out by Strauss & Corbin (1990). By analyzing the materials eighty-three concepts were extracted, and they were united into 21 subordinate categories through the course of analysis. These were classified into nine precedence categories. The core category was found to be the adaptation of 'Wichookdem" or "Shrinkage". "Shrinkage" widows experienced was showed as the results "Self-reliance" and "Overcoming" through the course of generation and reaction, confrontation, and adaptation. According to the analysis findings of materials, the central phenomenon was showed as "shrinkage", the causal condition as "surprise", "Darkness", "Grudge", "Desolate", "Empty". The veins as presence of those around people and existence of support, and the meditate situation as self-support. For the strategy in solving "shrinkage", preparations of countermeasure and self-reinforcement were showed. And self-reliance and overcoming were the results. Through the contrast to the cases of ground materials, relation statements as follows were induced; (1) The weaker the suffering is, the weaker the "shrinkage" tends to be. (2) The stronger the suffering is, the stronger the "shrinkage" tends to be. (3) The more frequent and serious the suffering, the stronger the "shrinkage" tend to be. (4) The more infrequent and not serious the suffering is, the weaker the "shrinkage" tends to be. (5) The weaker the "shrinkage" is, the more self-control1ed the responses tends to be. (6) The stronger the "shrinkage" is, the more impulsive the responses tends to be. (7) The more satisfying the support is, the more self-controlled the responses to the "shrinkage" tends to be. (8) The more dissatisfying the support is, the more impulsive the responses to the "shrinkage" tends to be. (9) The more concrete the type of support is, the more self-controlled the responses to the "shrinkage" tends to be. (10) The more superficial the type of support is, the more impulsive the responses to the "shrinkage" tends to be. (11) The more self-controlled the responses are, the more self-reliant the subjects tends to be. (12) The more impulsive the responses are, the more conflict and wandering the subjects tends to be. (13) Whether the responses to the "shrinkage" express themselves in self-control or an impulse, it will be resulted in the form of either tension or pain. The following two were confirmed on the basis of repetitive relations; (1) If a subject's suffering is weak, infrequent and not serious, the "shrinkage" is weak. Also the subject's support is highly satisfying, and the support type is concrete. The responses to the "shrinkage" result in self-control which consequence is self-reliance with part. of it resulting in tension and pain. (2) If a subject's suffering is strong, frequent and serious, the "shrinkage" is strong. Also the subject's support is dissatisfying, and the support type is superficial. The responses to the "shrinkage" result in an impulsion whose consequence is wandering with part of it resulting in tension and pain. Through the results in this study, the following is to be suggested; O This research is basically aimed at analyzing the experience of the middle school students living in broken homes, for the more inclusive approach, the study for them is made systematically according to the type of their problems.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.157-171
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• 2008

The year of 2007 Reformed Curriculum encourages various activity materials in the textbook facilitate students oriented self-help learning. The purpose of this paper is to find out how much the activity materials in housing area of middle school Technology and Home Economics are practiced in the class and why they are used or not used. The data were collected from 253 middle school teachers who had ever taught the housing unit in any of 6 textbooks. The analyses indicated that the most frequent teaching methode was lecture based on the textbook and internet data focused on the figures and contents of the individual textbook. The average rate of practicing the activity materials was differ by textbooks and the characteristics of the materials such as type of materials, feature of non sentence materials, and type of activity. The main two reasons to practice the activity materials were it's adequacy to class goals and application to everyday life. Low interests of students and shortage of time were the two main reasons why not used the materials. Textbook writers should consider these reasons as well as the characteristics of activity materials practiced in the class by the teachers in order to meet the goals of the reformed as well as current curricula.

• Journal of the Korean Home Economics Association
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• v.37 no.6
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• pp.11-22
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• 1999

This study focused on the relationship of social skills and social support from family and friends to adjustment between children and adolescents. Subjects were enrolled in the fifth, sixth, 1st, & 2nd grades of elementary and junior high schools. The instruments were Teenage Inventory of Social Skills, Perceived Social Support from Family & Friends, Child Depression Inventory, and Antisocial Behavior Scale. Results indicated that there were positive relations between social skills and social support from family and friends. The more social support from family children and adolescents had, the less depression and antisocial behavior they reported. For depression, children and adolescents showed a significant sex difference. In the case of antisocial behavior, only adolescents revealed a significant sex difference. Depression was explained by social support from family most for both children and adolescents. Antisocial behavior was explained by social skills most especially for children. The results discussed in the context of the effects of social skills and social support on emotional and behavioral adjustments.

• Journal of the Korean Society of Food Science and Nutrition
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• v.36 no.9
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• pp.1172-1181
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• 2007

This research involved 226 Jeonbuk Province school dietitians as subjects to investigate intake and perceptions of the healthy functional foods. Sixty nine percent of the school dietitians didn't even know about the law enforcement concerning the health functional foods. Although 68.1% of the respondents said that they slightly knew about health functional foods, only 25% knew exactly what it was. As shown in the survey, most didn't have the cognitive understanding did not understand which should be obtained by education. Sixty two percent of the answerers said they had experience of taking health various functional food products of various kinds such as supplements (57.9%), red ginseng products (52.9%), and chlorella products (30.0%). The motive of intake was in the order of fatigue restoration (25.7%), sickness prevention (22.9%), and nutrient replenishment (22.9%). A fascinating fact from this study was that the reason for healthy functional product intake was different between groups that was primarily interested in the products and those that was not. For those who had interest, the reason for intake was for sickness prevention. On the other hand, for those who didn't have any interest, the reasons was primarily for fatigue restoration and they were mostly persuaded by close friends and relatives. Main concerns were in the order of side effects (4.72), efficacy after intake (4.59), cleanliness (4.51), reliability of the company (4.29), and price (4.23). In view of the study, it is clear that a lot of people are showing interest in healthy functional food products. However, dietitians who are experts in food and nutrition lacked knowledge and information on healthy functional food.

• Journal of Korean Society of Disaster and Security
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• v.6 no.1
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• pp.65-72
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• 2013

In this study, the early suicide prevention program was applied to the elementary school students and compared the prior & post effect of the program, and verified the status of psychology change like emotional status, or temptation to take a suicide, and presented the possibility as a suicide prevention program. The period of adolescence is the very unstable period in the process of growth being cognitively immature, emotionally impulsive period. It is the period emotionally unstable and unpredictable possible to select the method of suicide as an extreme method to escape the reality, or impulsive problem solving against small conflict or dispute situation. Many stress of the student such as recent nuclear family, expectation of parents to their children, education problem, socio-environmental elements, individual psychological factor lead students to the extreme activity of suicide in recent days. In this study, the scope of stress experienced in the elementary school as well as idea and degree of temptation regarding suicide by the suicide prevention program were identified, and through prevention program such as meditation training, breath training and through experience of anger control, emotion-expression, self overcome and establish positive self-identity and make understanding Self-control, Self-esteem & preciousness of life based on which the effect to suicide prevention was analyzed. The study was made targeting 51 students of 2 classes of 6th grade of elementary school of Goyang-si and processed 30 minutes every morning focused on through experience & activity of the principle & method of brain science. The data was collected for 20 times before starting morning class by using Suicide Probability Scale(herein SPS-A) designed to predict effectively suicide Probability, suicide risk prediction scale, surveyed by 7 areas such as Positive outlook, Within the family closeness, Impulsivity, Interpersonal hostility, Hopelessness, Hopelessness syndrome, suicide accident. Analytical methods and validation was used the Wilcoxon's signed rank test using SPSS Program. Though the process of program in short period, but there was a effective and positive results in the 7 areas in the average comparison. But in the t-test result, there was a different outcome. It indicated changes in the 3 questionnaires (No.7, No.14, No.19) out of 31 SPS-A questionnaires, and there was a no change to the rest item. It also indicated more changes of the students in the class A than class B. And in case of the class A students, psychological changes were verified in the areas of Hopelessness syndrome, suicide accident among 7 areas after the program was processed. Through this study, it could be verified that different results could be derived depending on the Student tendency, program professional(teacher in charge, processing lecturer). The suicide prevention program presented in this article can be a help in learning and suicide prevention with consistent systematization, activation through emotion and impulse control based on emotional stress relief and positive self-identity recovery, stabilization of brain waves, and let the short period program not to be died out but to be continued connecting from childhood to adolescence capable to make surrounding environment for spiritual, physical healthy growth for which this could be an effective program for suicide prevention of the social problem.

• Journal of the Korean Society of Food Science and Nutrition
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• v.34 no.6
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• pp.840-849
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• 2005

In order to investigate the relationship between intake conditions of health food and health-related factors by residence and sex in Tong-Young area, a survey was carried out from 1,303 adults. Health foods were classified 3 groups including vitamin and mineral supplements, toner foods and manufactured health food supplements. Health-related factors were stress, fatigue, smoking and drinking. The $29.5\%$ of the subjects had taken some health food for health. Especially the male took more toner foods habitually than the female did. In take of vitamin and mineral supplements by residence, there was a significant difference $(p\leq0.01)$ as follows. The subjects in island $(20.0\%)$ who took vitamin/mineral supplements were about two times as compared with the subjects in Dong $(10.8\%)$, or Eub-Myeon $(10.0\%)$. The subjects taking supplementary food replied over fair $(82.8\%)$, the subjects taking toner food replied over fair (90.3$\%$) scored higher than who replied bad or very bad in self-perceived health status. Therefore, the better the subjects felt self-perceived health status, the more they took health foods for health themselves. In self-perceived stress status, the subjects who replied a little $(50.0\%,\;45.3\%)$ or little $(19.9\%,\;26.4\%)$, took vitamin and mineral supplements or manufactured health foods a lot. In toner food there was a significant correlation $(p\leq0.05)$ as follows. The less the subjects felt stress, the more they took dietry supplement. No smoker $(12.9\%)$intake rate of vitamin and mineral supplements was higher than smoker $(8.8\%)$. Smokers $(6.5\%)$ intake rate of toner food was higher than no smoker $(4.0\%)$. It was not significant the relationship between intake condition of health food and drinking. The main motivation for taking health food were by self-decision and invitation of friends or neighbors.

• Journal of Science Education
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• v.34 no.2
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• pp.291-305
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• 2010

The aim of this study was to survey the perceptions of the elementary school teachers on the smallscale chemistry(SSC) following its training session. The teachers participating in the survey were 266 teachers in the Gyeongnam province. They were given a questionnaire that focused on the nine areas of the SSC: Needs for the teacher training and its application, its benefits, issues of safety and danger as well as treatment of environmental pollution, its economic efficiency and the development of investigative skills. The designed questionnaire was checked by an authority, and the responses to each question were tallied and analyzed. The results are as follows. The biggest problems of the traditional experimental methods as rated by the teachers were, in the order of importance, the preparation time, the legal liability of teachers for the safety and accidents, financial issues, disposal of the experimental wastes and the lack of relevant data. Since most of the teachers had not experienced the SSC lab programs in the field, they responded positively to the questions of need for its introduction and training. The implementation of the experimental SSC lab programs should proceed in the following order: introduction into the textbook, teacher training program, after-school education and the invitation of instructors. The most useful materials for the SSC program were CDs, videos, books and various printed materials, in that order. The responses regarding benefits of the SSC program included its simplicity, convenience, time savings, diversity, qualitative and quantitative aspects, integration into the regular class and use of toys. In particular, the teachers mentioned the increased safety due to the small amount of experimental reagents needed and the durability of plastic instruments. The familarity from the use of everyday tools as well as easy access to and the low-cost of the instruments were other important benefits. The teachers in general rated the educational content of the program highly, but many also found it to be average. Some pointed out the lack of sufficient discussion due to the individual or pair groupings as a potential shortcoming. The potential for development of problem solving ability and improvement of skills was rated positively. The number of teacher who rated the development of creativity positively was just over the half. As for the area of improving investigative skills, many found its assessment difficult and confusing because of the lack of its systemic definition and categorization. Based on the findings of this study, I would like to recommend the application and a wider dissemination of the small-scale chemistry lab program into the elementary school science curriculum.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.1
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• pp.98-104
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• 1998

A 12-year-old girl with a 6 year history of childhood-onset schizophrenia required 2 hospitalizations and long-term clozapine trial due to inadequate responses to combinations of typical neuroleptics and traditional treatments of schizophrenic disorder. On admission, she had continuous auditory and visual hallucinations, persecutory delusion, emotional instability, regression of behaviors including temper tantrums as well as specific developmental delays in learning, language, and motor coordination. The clozapine trial significantly reduced most of the positive symptoms, and facilitated in successful discharge from the hospital. During the 4 year clozapine treatment, no significant adverse reactions were noted, and she returned to a structured school setting with minimal degrees of schizophrenic symptoms. From this clinical experience, we suggest that clozapine might be safe and effective in treating treatment-refractory schizophrenic children.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.221-233
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• 2000

Many investigators have reported difficulties in changing the high school students' misconceptions on mechanics. By one possible solution to this problem, some researchers suggested that the students should be taught mechanics at a younger age to make conceptual changes possible. because as they get older they become less willing to change their ideas. The purpose of this study was to compare the patterns of students' conceptual changes on force by age, to find out whether older students were less ready to change their conceptions than younger students. Individual interviews were carried out with 35 students (average ages 13) in middle school class and 50 students (average ages 17) in high school class near by the middle school. Those students who held the misconcetpion that "motion-implies-force (Impetus conception)" were asked to read a student-centered refutational text (anomalous data). In the immediate and delayed posttest, the types of responses of the students were analyzed to find out the patterns of student's conceptual changes on force by age. In result, first, most of students had impetus conception. Some of the students aged 13 understood the force as terminologies related with everyday experiences, while the students aged 17 understood the force as scientific terminologies. Second, there was no evidence to suggest that conceptual change is more difficult for the students aged 17 than aged 13. Third, the students aged 13 showed diverse responses (plain acceptance, critical acceptance, plain rejection, critical rejection) to the refutational text, while the students aged 17 showed restricted responses (critical acceptance, critical rejection). A month later those students who showed the plain acceptance retrogressed unscientific conceptions, while those students who showed critical acceptance maintained scientific conceptions. We did not find out any evidence to suggest that conceptual change is more difficult for older students. These results need deeper investigation on the nature of the loss of plasticity in comparison with other important variables.