• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.39-54
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• 2002

This study was done to identify contents of clothing and textile education and to systemize its curriculum from elementary school to high school Every time the official curriculum is updated. the suggestion that the contents of Home Economics Education should be systematized never fails to come forth. Unfortunately. it's a fact that there are still insufficient grounds to base this opinion on. and that adequate research has not yet been done in this particular field. Therefore. basic research must be performed in order to systematize the substance of clothing and textile education. Keeping this in mind. the following study strives to find appropriate methods of conducting clothing and textile education, while attempting to provide basic materials for future organization and selection of contents. In order to achieve these goals. the materials have been sorted into three categories : First of all. what sort of concepts is being taught in the subject of clothing and textile. and are the chapters constructed so that different schools can maintain consistency among them\ulcorner Second, how has clothing and textile education been done so far and is the contents correctly synchronized with the students'development\ulcorner Third. haw is clothing and textile education utilized in real life. and has it actually been systematized in a way that encourages practical utilization\ulcorner This study has mostly been done through the research of various documental resources. Also. the analysis has been performed using the systematic contents analysis method. The main results of obtained this study are as follows : As the concepts of clothing and textile education. which are different from each school, has not completely been systematizied. Also. as the contents of clothing and textile education has not correctly synchronized with the students'development. am it has not actually been systematized in a way that encourages practical utilization. Since this study has touched only limited research on the topic of clothing and textile education. it is essential that further research covering a wider array of themes be done in the future.

• Human Ecology Research
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• v.52 no.6
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• pp.669-682
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• 2014

The purpose of this study is to present a practical class design model that applies the problem-based learning (PBL) method to the subject of home economics. To begin with, a specific class model example was developed by conducting thorough document research and expert consulting. Two modules, named "Click! Global Leisure Environment" and "Happy Leisure Product Launching" were presented as the PBL questions. The case study focused upon in this research is an elective course called "Leisure Culture and Life Management". The 21 students enrolled in this course were considered in this study. Two teaching methods, namely a face-to-face teaching method and a web-based system "Snowboard" teaching method, were used to run the class. The research results are as follows: first, theoretical research and program development and demonstration were practiced with five different age groups: childhood, adolescence, university student, middle age, and senescence. Then, selfevaluation, peer evaluation, and group evaluation were conducted to motivate the students. Finally, a class evaluation was conducted by questioning the lecturer, who ranked well, scoring higher than or equal to 4.0 points out of 5.0 on all the questions. Through the PBL method, students showed an improved study attitude with more proactive participation in the class, they strengthened their communication skills and created a synergy with their team members. This study has significant meaning because it is the first research to apply the PBL method to home economics. Therefore, we expect other curricula to apply PBL and fully utilize this teaching method as well in the future.

• Environmental and Resource Economics Review
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• v.12 no.3
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• pp.427-452
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• 2003

Demand analyses often assume perfect substitution and some level of aggregation before analysis and data collection. Earlier works on this subject are carried out in the context of ordinary demand systems. However, perfect substitution is a degenerate special case in the systems and it is much more easily handled in a system of marginal value functions and no previous analysis has used the marginal value functions to test for perfect substitution and make possible aggregation with prior restrictions. In this article, we present the empirical results on a system of marginal value functions in fisheries and pose testable results of perfect substitution and aggregation. The contribution of this article is new establishment of a set of restrictions implying perfect substitutability among all commodities and the application to the problem of commodity aggregate. A system of marginal value functions is estimated in fisheries and its implication of perfect substitution is reasonably drawn.

• Environmental and Resource Economics Review
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• v.20 no.4
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• pp.689-733
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• 2011

This study evaluates a novel scheme to trade sulfur dioxide emission permits subject to non-uniform rates. These rates are based on generators' marginal costs of compliance with environmental policy in a hypothesized least social-cost solution. This scheme is compared against the existing trading program used by the U.S. Environmental Protection Agency, featuring permits tradable one for one. Both policies are modeled to yield identical aggregate emissions. A numerical partial-equilibrium model of the U.S. energy industry is used to infer sulfur dioxide concentrations and health damages, as well as producer and consumer surplus, under the two policies. Regional pollution levels are found to vary across the two policies significantly. The system of exchange rates is estimated to outperform the uniform-trading scheme by $2.2 billion in industry profits and $2.1 billion in health damages, but to reduce consumer surplus by $6.7 billion. Paradoxically, exchange rates are thus estimated to lower total welfare by $2.5 billion. This is due to conceptual mechanism-design problems, as well as empirical issues.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.309-315
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• 2021

Risks and uncertainty are unavoidable problems in management of projects. Therefore, project managers should not only prevent risks, but also have to respond and manage them. Risk management has become a critical interest subject in the construction industry for both practitioners and researchers. This paper presents critical risk factors of office building projects in the construction phase in Ho Chi Minh City, Vietnam. Data was collected through a questionnaire survey based on the likelihood and consequence level of risk factors. These factors fell into five groups: (i) financial risk factors; (ii) management risk factors; (iii) schedule risk factors; (iv) construction risk factors; and (v) environment risk factors. The research results showed that critical factors affecting office building projects are natural (i.e., prolonged rain, storms, climate effects) and human-made issues (i.e., soil instability, safety behaviors, owner's design change) and the schedule-related risk factors contributed to the most significant risks for office buildings projects in the construction phase in Ho Chi Minh City. They give construction management and project management practitioners a new perspective on risks and risk management of office buildings projects in Ho Chi Minh City and are proactive in the awareness, response, and management of risk factors comprehensively.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.77-93
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• 2006

As our current society is increasingly demanding a Home Economics Education curriculum that projects the recent changes around us, in this study we hope to present which fundamental materials would be needed in Home Economics Education to satisfy the needs of learners in schools and to Provide actual practice and information crucial to live in the future society. A reform of the present Home Economics regime is needed, and as a result of critical analysis on the subject we found that it did not portray the plurality of family relations and cultures owing to the sudden changes in society, nor did it present an active curriculum that could be applied to the changes in social environments. This was partly because of the matter of establishing a proper academic identity of Home Economics Education, the matter of specializing curriculums and general methods of applying them, the academic conservatism in the field of Home Economics, and ineffectiveness of teacher reeducation as well as a lack of leadership on the part of administrative departments. The objective and content structure of Home Economics Education should be reformed to adjust to the current society by taking an approach focused on family and the consumer. In the family part, curriculums should include the formations of various family structures and home cultures to portray a more open concept of family, which should promote gender equality in matters of child upbringing and housework. From a humanitive perspective, Home Education should he dealing with the mediation and decision-making of individuals caught between social advancement and household functions. their communication skills in choosing and deciding, and furthermore their participation in their living communities which may present more material basis of critical scientific philosophies to be discussed in class. Additional themes such as sustainable consumption for earth environment and resource preservation and ways of application to rebuild our diminishing society must also be included in the education curriculum. We should look to find a more integrated approach to Home Economics Education rather than the present field based and specialized regime.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.225-239
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• 2012

The purpose of this study was to develope and implement a teaching learning process plan applied with portfolio assessment for 'housing and residential environment' section of Technology Home Economics in a middle school. The teaching learning process plan consisting of 8-session lessons had been developed and implemented according to the ADDIE model mixed with 6 portfolio-development stages. In the development stage, 19 activity materials(5 reading texts, 6 individual and 2 group activity sheets, and 3 subject activity sheets) and 27 teaching learning materials(8 sets of pictures & photos and 19 moving pictures) were developed for the 8-session lessons. The plans applied to 2 classes 74 students in the third grade of K middle school in Gyeonggi-do during May 16th-17th of June, 2011. The results from survey and portfolio showed that the 8-session lessons had overall achieved the general goal of the teaching learning process plan applied with portfolio assessment, which was to stimulate students in the class through working with portfolio elements of activity materials. The students evaluated the whole process of 8 lessons were adequate and helpful. Students also reported they highly accomplished the goal of each lesson and actively participated in the lesson. The 3 subject activity sheets as well as other materials in the portfolio were excellently done with the average of over 90% points. These results supported that a teaching learning process plan applied with portfolio assessment was a combined lesson with evaluation and also an alternative to qualitative evaluation over the whole units. This plan might apply to other parts of housing as well as various other areas.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.113-141
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• 2011

The purpose of this study was to examine the effects of home economics instruction in food labeling using a motivational(ARCS-Attention, Relevance, Confidence, and Satisfaction) strategy to increase middle school students' learning motivation, recognition and use of food labels. To achieve this purpose, teaching-learning plans of food label instruction using a motivation(ARCS) strategy were developed over four class periods using a pretest-posttest experimental design. The experiment was conducted across two groups as follows: 4 experimental groups that received the motivation(ARCS) strategy instruction, and 3 comparative groups that received lecture type instruction. The pretest-posttest scores of the experimental and comparative groups were compared. The 203 data of questionnaires for the experiment were analyzed and evaluated by Analysis of Covariance(ANCOVA) using SPSS Win 12,0. The results of this study were as follows: First, teaching-learning plans, learning materials, and teacher reference materials for the home economics food label instruction that applied the motivation(ARCS) strategy were developed in five subject areas: nutrition labels, food additives, genetically modified food, irradiated food, and food quality verification labels. Second, students' learning motivation of the two groups showed statistically meaningful differences. Home economics instruction using a motivation(ARCS) strategy was more effective in increasing students' learning motivation than lecture type instruction. Third, as a result of ANCOVA which regulated the recognition of food labels in the pre-experimental design, the recognition of food labels in the post-experimental design showed the meaningful differences depending on the instruction style(motivation strategy and lecture type instruction). In addition, comprehensibility, practical use and educational necessity of food label details showed statistically meaningful differences. Home economics instruction using motivation(ARCS) strategy was more effective than lecture type instruction in improving students' recognition of food labeling. Fourth, as a result of ANCOVA which regulated the use of food labels in the pre-experimental stage, the use of food labels in the post-experimental stage showed meaningful differences between experimental and comparative groups depending on the instruction style. Therefore, home economics instruction in food labeling using motivation(ARCS) strategy was more effective than lecture type instruction in increasing students' use of food labels.

• Journal of Korean Library and Information Science Society
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• v.52 no.3
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• pp.49-72
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• 2021

Based on the analysis of the NDL authority system, this study was conducted to analyze the characteristics of subject authorities related to Korea in the NDL. The results are as follows. First, NDL subject authorities related to Korea are 3,143 in total including 2,205 headings and 938 subdivisions. Among them, social sciences accounted for more than half with 52.4%, and economics by individual discipline accounted for the most with 552 cases, 17.6%. Second, most of the subject headings of historical events caused by or directly related to Japan are described from the Japanese perspective, and terms familiar to Korea are mainly described in reference, not in heading. Third, subject headings representing Korean characteristics or historical events are considerably lacking or nondescript. Forth, when referring the name of the country, the term 'Joseon (朝鮮)' continues to be used to refer to both South and North Korea; however, it is necessary to subdivide the history after 1948 which includes the era of the 'Republic of Korea' and the 'Democratic People's Republic of Korea'. Using the term Joseon to refer North and South Korea may cause the reader to perceive Korea as persisting in the Joseon Dynasty. Furthermore, while 'Balhae (渤海)' is regarded as Chinese history, it is a part of Korean history and should be added to the Korean historical periods.