• The Journal of Asian Finance, Economics and Business
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• v.8 no.10
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• pp.259-267
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• 2021

Both structural transformation and education are the predominant subjects in the literature of development economics. This study examines the relationship between education before the tertiary level and the structural transformation of provinces by using Vietnam as a case study. In this study, education before the tertiary level would be disaggregated into three groups: primary, lower secondary, and upper secondary, then analyzed simultaneously on three-panel data models. Research data is taken from the statistical yearbook of provinces in Vietnam for 2015-2018. Research results show that education before the tertiary level plays a vital role in structural transformation. The enrolment rate of various education levels has a different influence on economic structure, and the lower secondary level has more significant effects than the upper secondary level. This reflects that participating in lower secondary is a fundamental requirement for taking some jobs in the non-agriculture sector, while upper secondary helps to upgrade the learner's abilities to respond to higher requirement jobs. The high rate of repeaters in upper secondary education will slow down the structural shift towards non-agriculture, and changing the traditional attitude about repeaters plays an essential role in improving this rate.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.105-114
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• 2000

The purpose of this study was to investigate the effects of instructional multi-media in Home Economics Education perceived by teachers. The data for this research were attained from 139 middle & high school teachers of Home Economics. The data were analyzed by frequency of distribution, mean, stand deviation. t-test and analysis of variance, scheffe test with SPSSWin 7.5 program. The results of this study are as follows: The effects of instructional multi-media were composed of four dimensions in this study; need, frequency of use, pros and cons. 1. From these four dimensions, the need has the highest and the frequency of use has the lowest score. 2. The effects of instructional multi-media are significantly related to personal & environmental characteristics. 1)Need of the instructional multi-media effects is significantly different according to age, experience of computer education and possession of a computer at home. Low and high age groups are higher in the need of the instructional multi-media effects score than middle group age and the more experience of computer education and possession of a computer at home are higher in that score. 2) Frequency of use is significantly different according to LAN system in school. The higher score of frequency of use is in a LAN system’s school. 3) Pros of the instructional multi-media effects is significantly different according to the level of education, experience of computer education and the type of school. Undergraduate high school teachers and the lower o experience of computer education are higher in the pros of the instructional multi-media effects score. 4) Cons of the instructional multi-media effects is significantly different according to the level of education. Graduate teachers are higher in the cons of the instructional multi-media effects score.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.232-241
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• 2011

The purpose of this study was to compare socio-linguistic characteristics and instructional influences of two different types of texts, which were narrative and expository. Socio-linguistic characteristics of two different types of texts were analyzed in their content specialization, linguistic formality, and social-pedagogic relationships. Expository texts showed strong scientific classification, and medium level of linguistic formality, and low level of social-pedagogic relationships. Narrative texts showed different characteristics. The instructional effects were investigated with 91 fifth grade elementary students in three classes. Each class was randomly assigned into three groups: expository text group, narrative text group, control group. The results showed that the science achievement scores of the narrative text group was higher than those of other groups. The affective domain test scores of the expository text group were higher than other groups. The perception of students on informational science text were generally positive both types of texts.

• Journal of the Korean Society of Food Culture
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• v.16 no.1
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• pp.43-57
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• 2001

This study was to investigate the changes in dietary practices, reasons for making dietary changes, current food consumption patterns, and eating habits. Data were collected from 515 parents whose children were attending an elementary school and a middle school in Kimcheon. Among the twenty food groups studied, subjects reported eating more fruit, vegetables, lower-fat meats, high-fat meats, reduced/skim milk, and eggs and less sugar, fats, rice, salt, potato/sweet potato, and chicken. The changes in dietary practices except high-fat meats and salt were significantly different between sex, age, education level, income level, or BMI groups. The primary reason for making dietary changes was 'concerned about family's health'. The average rate of never eating breakfast or less than 2 times per week was found to be 23.2% with a greater rate in younger age group. The rate of breakfast skipping was found to vary between different age and education groups. The regularity of mealtime and overeating practices were significantly different between age groups. Eating out practices were found to vary between different age, education, and income groups. People at younger age group in Kimcheon should be targeted for nutrition education about eating habits. These findings are applicable at the planning and implementation stages of various nutritional improvement projects.

• Journal of Korean Academy of Nursing
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• v.41 no.1
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• pp.47-60
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• 2011

Purpose: This study was conducted to develop an e-Learning program that assists nursing students' clinical Purpose: This study was conducted to develop and evaluate a web-based education program for secondary stroke prevention. Methods: A web-based secondary stroke prevention education program was developed using the system's life cycle methods and evaluated by comparing the effects of education among three groups, a web group, a booklet group and a control group. Results: Knowledge level of both patients and family, as well as some health behavior compliance in the web-based and booklet education groups were significantly higher than those of the control group. Family support in the web-based and booklet education groups was significantly higher than that of the control group after 12 weeks. The urine cotinine level in the web-based education group was significantly lower than that of the control group after 12 weeks. Medication adherence, blood pressure and perceived health status were not statistically different among the three groups at any time. Conclusion: Webbased and booklet education programs were equally effective regarding the level of knowledge of patients and their families, family support, health behavior compliance, and urine cotinine level. These results demonstrate the potential use of a webbased education program for secondary stroke prevention.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

• Korean Journal of Health Education and Promotion
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• v.23 no.5
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• pp.75-97
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• 2006

This study assessed 1) the coverage of the entry-level responsibilities and competencies for certified health education specialists (CHES) developed in the United States (U.S.) by 140 current health education-related professional preparation programs in Japan, and 2) barriers and concerns related to the development of Japanese health educators. A cross-sectional survey study was conducted to Japanese professors teaching health education-related courses at 4-year universities/colleges in Japan. All entry-level CHES responsibilities and competencies were generally covered to different degrees by the study respondents. The top 3 responsibilities most emphasized by the respondents were Responsibilities I, related to need assessment skills, Responsibility II, related to planning health education programs, and Responsibility III, related to implement health education programs. The 3 competencies most frequently covered by the respondents were related to needs assessment skills (Competencies 1-3). The competencies least covered by the respondents were those related to Responsibilities V (Competencies 1619). Other competencies related to role modeling, cultural competencies, and planning youth health education programs, were recommended. In addition, the major concerns and opinions that the respondents reported for this topic pertained to 1) Professional training, 2) The need for well-defined professional roles, and 3) The importance of licensing. The results suggested that Japanese health education-related programs cover all CHES responsibilities and competencies developed in the U.S. to different degrees. However, they tend to focus more on needs assessment, planning and implementing health education programs. Although possible responsibilities for future Japanese health educators were recommended, further research to identify the most appropriate responsibilities and competencies for this profession is needed. Major barriers, concerns and opinions reported by the respondents should be discussed at future meetings for this profession.

• Korean Journal of Applied Biomechanics
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• v.31 no.1
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• pp.72-78
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• 2021

Objective: The purpose of this study was to investigate relations and effectiveness about mountain climbling exercise with different level of support surfaces by analyzing heart rate and EMG data. A total of 10 male college students with no musculoskeltal disorder were recruited for this study. Method: The biomechanical analysis was performed using heart rate monitor (Polar V800, Polar Electro Oy, Finland), step-box, exercise mat, and EMG device (QEMG8, Laxtha Inc. Korea, sampling frequency = 1,024 Hz, gain = 1,000, input impedance > 1012 Ω, CMRR > 100 dB). In this research, step-box were used to create different surface levels on the upper body (flat surface, 10% of subject's height, 20% of subject's height, and 30% of subject's hight). Based on these different conditions, data was collected by performing mountain climbing exercise during 30 seconds. Subjects were given 5 minutes of break to prevent muscular fatigue after each exercise. For each dependent variable, a one-way analysis of variance with repeated measures was conducted to find significant differences and Bonferroni post-hoc test was performed. Results: The results of this study showed that exercise intensity was reduced statistically as increased surface level on the upper body. Muscle activity of the upper rectus abdominis and biceps femoris for 30% of surface level was significantly higher than the corresponding values for flat surface. However, the opposite was found in the rectus femoris. In general, muscle activity of the lower rectus abdominis, erector spinae, external oblique abdominis, and gluteus maximus increased when surface level increased, but the differences were not significant. Conclusion: As a result, the increase in surface level of the body would change muscle activity of the upper body, indicating that different surface level of the upper body may cause significant effect on particular muscles to be more active during mountain climbing exercise. Based on results of this study, it is suggested to set up an appropriate surface level to target particular muscle to expect an effective training. It is also important to set adequate surface levels to create an effective training condition for preventing exercise injuries.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.229-236
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• 2007

Purpose: The purpose of this study was to investigate the relationship between critical thinking disposition and self-efficacy of college nursing student. Method: Data was collected from 186 nursing students in D and M cities. Result: The average scores were; critical thinking disposition 62.59 and self efficacy 88.91. The critical thinking disposition level was significantly different according to the general characteristics of the high school system. The self-efficacy level was significantly different according to the general characteristics of gender. The critical thinking disposition level and self-efficacy level showed a positive correlation(r=.335, p<.000). Conclusion: A strategy for development of the critical thinking disposition and self-efficacy is needed for nursing students.

• Research in Mathematical Education
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• v.14 no.2
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• pp.143-172
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• 2010

In this paper, we present an analysis of how students understand some statistical terms, mainly from inferential statistics, which are taught at the high school level. We focus our analysis on those terms that present more difficulties and are persistent in spite of having been studied until the college level. This analysis leads us to a hierarchical classification of responses at different levels of understanding using the SOLO theoretical framework.