• English Language & Literature Teaching
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• no.4
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• pp.53-84
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• 1998

The purposes of the present study were to give the new direction of teaching English based on the 7th English curriculum, and to show some useful insights on English teaching in the 21st century. The 7th English curriculum was developed in two parts: as a required subject and as an elective subject. As a required subject, the English curriculum applies to the third grade of elementary school through to the first grade of high school. The elective subject of the English curriculum applies to the second and third grades of high school. In the 7th curriculum reform, a proficiency-based language program will be applied in the form of intensive and supplementary courses at the same levels irrespective of differences based on students' abilities, schools and regions. Linguistic functions, communicative functions, subject matters are included in the content area in language organization. Limiting the length of sentences is applied at elementary school only and is not applied at higher levels.

• Journal of Community Nutrition
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• v.7 no.1
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• pp.3-7
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• 2005

This study was conducted to evaluate nutritional status of school children by biochemical assessment method. Subjects were 308 school children from 4th to 6th grade living in Bucheon city. Their blood glucose, total protein, albumin, total cholesterol, and triglyceride (TG) concentrations were determined. Mean blood glucose concentration was 77.56 mg/dl and $81.2\%$ of children had normal blood glucose concentration. The average proportion of hypoglycemia was $18.8\%$ among the three grades and prevalence of hypoglycemia in 4th grade school children was highest ($21.8\%$). Mean serum total protein and albumin levels were 7.14g/dl and 4.35g/dl, respectively, and all the subjects except only one were in normal range of total protein and albumin. Mean serum TG and total cholesterol concentrations were 145.82mg/dl and 94.50mg/dl. Serum TG and total cholesterol levels showed same pattern that the concentrations decreased in proportion to grade. Especially, there was significant difference between grades in serum total cholesterol. Furthermore, $11.7\%$ of 4th, $6.8\%$ of 5th, and $2.8\%$ of 6th grade school children have borderline hypertriglycemia or hypertriglycemia, risk factors of obesity or cardiovascular disease later in life. Taken together, there was conflict phenomenon that undernutrition of hypertriglycemia and overnutrition of hypertriglycemia existed together. Therefore, it is needed to develop discriminating and personalized nutritional feeding, counseling, and education program to cover the children of under- or over- nutritional status.

• Human Ecology Research
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• v.59 no.3
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• pp.341-351
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• 2021

The purpose of this study was to examine the longitudinal relationships between Korean adolescents'mobile phone dependency, trajectories of depression, and self-regulated learning abilities. To achieve these goals, structural equation modeling analysis was conducted, using the 3rd, 5th and 7th wave of the data on 4th graders taken from the Korean Children and Youth Panel Survey. The results can be summarized as follows. First, growth-curve longitudinal analysis indicates that depression in 6th through 10th grade has increased. Second, mobile phone dependency among adolescents at 6th grade has a significant effect on both the initial value and the rate of change in depression. Also, the initial value and the rate of change in depression have significant relationships with mobile phone dependency at 10th grade. Moreover, both increased levels of mobile phone dependency and the rate of change in depression significantly influence adolescents'self-regulated learning abilities at 10th grade. Based on a longitudinal data set, these findings demonstrate the causal relationships between Korean adolescents'trajectories of depression and their mobile phone dependency. The findings also provide a comprehensive framework with implications for adolescents'development through an understanding of the relationships between adolescents'depression and mobile phone dependency, which impact their self-regulated learning abilities.

• Journal of Life Science
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• v.7 no.4
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• pp.336-341
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• 1997

This study was conducted to investigate the effects of carcass grade on the hardness, myofibrillar fragmentations index, protein extractability and Mg-ATPase activity of myofibril and actomyosin obtained from 1, 2, 3 and D carcass grade)subgrade) in Korean native cow. Proximate component, hardness, chewiness, myofibril fragmentation index, protein extractability and Mg-ATPase activity if myofibril or actomyosin were not significantly different between 1st and 2nd carcass grade loin. The hardness and chewiness of 2nd carcass grade loin's were significantly lower than 3th grade loin's, but the myofibril fragmentation index, sarcoplasmic protein extractability and Mg-ATPase activity of myofibril were higher. The myofibrillar protein extractability and Mg-ATPase activity of actomyosin obtained from 3th carcase grade loin's were significantly higher than D grade loin's, but the hardness, chewiness and stroma protein extractability were lower. In conclusion, the degree of toughness in Korean native cow's loin was not significantly different between 1st and 2nd grade, but 3rd and D carcass grade were significantly higher, regardless of before and after aging.

• Journal of the Korean Society of School Health
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• v.2 no.2
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• pp.28-35
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• 1989

The purpose of this study is to identify the status of menstruation of elementary schoolgirls. The date was collected from 20th May to 3rd June, 1989. The survey was conducted by using prepared questionair and 859 6th grade schoolgirls in 7 public elementary schools in Seoul were sampled for this study. The results of study are summerized as follows. 1. 13.9 percent of the school girls have experienced menarche. 0.7 percent of them began in 4th grade, 5.8 percent began in 5th grade and 7.0 percent of them began In 6th grade. 2. Among them 90.8 percent had knowledge of menstruation before menarche.43.7 percent of the respondents learned it through their mothers and 27.8 percent learned it through teachers. 3. About the menstruation, the girls who think it as a physiological phenomena as a woman showed 52.9 percent and 14.3 percent of them thought it was trouble some but, being a woman, regarded it as a inevitable thing. The repondents who think menstruation is tiresome and want not to have it were 31.9 percent. 4. At menarche 20.2 percent of the girls managed it by themselves, 72 percent disposed of it by asking someone and 2.5 percent of them managed it by their family members when the sign was detected. 5. During the menstruation 72.3 percent of the samples had some symptom and the most common symptom was abdominal pain(84.9 percent). 6. In menarche only 16.8 percent of the girls had positive response. 7. In their present menstruation 35.3 percent of them had positive response on it.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.1-15
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• 2002

The English education policy of Korea has focused on cultivating communicative competence in Korean students. Especially the 6th national curriculum adopted a notional-functional syllabus instead of a grammatical-structural syllabus. The syllabus design of the 7th curriculum is different from that of the 6th curriculum in that the 6th curriculum adopted just one syllabus design-the Notional-Functional syllabus, but the 7th curriculum includes various syllabus types. The present study has two purposes. The first purpose is to historically survey syllabus design development in Korea : grammatical-structural syllabus(the 1st-5th curriculum), notional-functional syllabus(the 6th curriculum) and a new syllabus model(the 7th curriculum). The second purpose is to analyze the syllabus design of the 7th national curriculum according to the following criteria : a) communicative functional categories, b) sample sentences. The data was collected by analyzing the 7th grade English textbooks adopted on the basis of the 7th national curriculum.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.40-66
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• 2008

The purpose of this study is to develop and applicate textbook relevant to school indoor air quality. To achieve the purpose, concrete study process are as follows. First, the survey research to teachers, supervisors, and students is conducted to grasp cognition of subjects in elementary school and management situation about school indoor air quality. Second, contents relevant to indoor air quality on textbooks in the 7th elementary curriculum and subsidiary textbooks is analysed through reference study. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school is developed, applicated, and inspected its effect on the basis of implications from results of survey and reference study. The results of this study are as follows. First, the result of survey concerning school indoor air quality showed that three groups had negative attitude for its management even though they thought that it affected human's health and study by and large. Student group thought that each of students itself was a little influence to school indoor air pollution though all of three groups answered that' activities of students' was its main source. Efforts of students to improve school indoor air quality was not much, and its main reason was that they didn't know about school indoor air pollution well. Second, result of analysis into textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning indoor air on the 7th elementary curriculum textbooks was little or nothing. And it trended to be included to subsidiary textbooks. However, education textbooks about indoor air for elementary students was insufficient still. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school was developed. It was constructed for themes - importance, sources, effects, and management of school indoor air quality. After its application to the 6th grade students in elementary school, it was meaningful in the level of p<.05 that the result of knowledge and awareness in the pre-post test within experiment group. However, all of the results in comparison group didn't represent statistically meaningful difference. In conclusion, environmental textbook developed by necessity of education about school indoor air quality will play a role as useful tool for the 5th, 6th grade students in elementary school to understand relation of quality of health and life and school indoor air quality, to have attitude to make an effort to manage it by develop right awareness about it.

• Journal of the Korean Society of Tobacco Science
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• v.11 no.1
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• pp.49-64
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• 1989

The study was carried out to investigate the effect of control leaf number on growth and chemical characteristics, and on yield and quality In (rue-cured tobacco The rest upper leaves of 14, 16, and 18 leaves per plant were removed at button stage, and the plants were harvested :0, 12, and 16 leaves with discard 4 leaves of the bottom, respectively. 1. There were showed a tendency to increase in length (LL), width (LW), area (LA), fresh (LFW) and dry weight (LDW) per leaf as leaf numbers were decreased, while those per plant and the ratios of increase of those per plant were decreased. 2. In compensation effect (CE), there were increase in LL, LFW, LDW, LL/LW and LDW/LFW with each decreased in leaf numbers while LW was decreased, LA unchanged. 3. There were significant Increases in LL, LW, and LA at 5th~8th stalk positions form bottom (SP), while those .at 13th~16th SF were decreased. Also, LDW at 5th~l0th, and LDW/LFW and weight Per unit leaf area at 11th 16th were Increased as leaf numbers decreased. 4. Mean per plant and CE of nicotine were increased, but those of sugar were decreased with each decrease In leaf numbers. In addition, nicotine contents at 5th~14th SP except for 9th~10th were increased, otherwise sugar contents at 7th~14th were decreased. 5. There were showed a tendency to increase in grade per Plant and in tirade at 5th~8th SP, but decrease in CE of grade as leaf numbers were decreased. There wee significant decrease in grade at 11th~14th SP. Also, ratio of 5 grade was decreased, while ratios of 3 and 4 grades were increased. 6. When the 2 leaves at 3rd~4th SP were harvested, price was decrease 2.6% and yield was increased 5.8 %. 7. When the 6 leaves from convention were removed at but ton stage, effects of apparent, compensational, and net per leaf on yield were -3.9%, +2.6%, and -6.5%, respectively, and those on price were +1.1%, -1.6% and +2.7%, respectively.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.