• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.21-31
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• 2016

As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

• Korean Medical Education Review
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• v.19 no.3
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• pp.134-137
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• 2017

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.

• Nutrition Research and Practice
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• v.17 no.4
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• pp.803-811
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• 2023

BACKGROUND/OBJECTIVES: Nutrition knowledge has been reported to have a weak positive effect on healthy eating behavior. This study aimed to determine if there was a difference in nutrition knowledge depending on the choice of science subject in high school and whether that affected the actual eating habits of college students in Japan. SUBJECTS/METHODS: The subjects were 514 college students, the majority first-year students, in 3 cities in Japan. A questionnaire survey was conducted on elective subjects in science in high school, diet (11 items), lifestyle (5 items), and nutrition knowledge (34 questions). The preliminary survey was conducted on 47 students in the fall of 2019, and the full-scale survey was conducted in May-June and October-November 2021 at the end of lectures for the first-year students. RESULTS: The students in the high-score group (24-31 points, n = 180) had a higher intake of vegetables (odds ratio [OR], 1.78; 95% confidence interval [CI], 1.12-2.82; P = 0.015) and breakfast (OR, 1.64; 95% CI, 1.03-2.60; P = 0.035), and a reduced intake of fast food (OR, 0.27; 95% CI, 0.14-0.51; P < 0.001) than those in the low-score group (6-19 points, n = 150). Only the biology and chemistry students had significantly higher nutrition scores than the other groups (all: P < 0.001), but no significant difference was found between the other groups. Understanding nutrition learned in elementary and junior high school is appropriate, while molecular structure, recommended amount, and food poisoning were insufficient. CONCLUSIONS: Knowledge of nutrition appears to have a positive effect on the actual eating habits of college students. Although biology and chemistry in high school may help students understand the foundations of good nutrition, specialized food education may be required to make informed dietary choices.

• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.17-47
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• 2002

The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.135-152
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• 2021

The purpose of this study was to examine the effectiveness of the curriculum implementation of 「Food Safety and Health」, a Home Economics elective course, for high school students. Accordingly, several units of the 「Food Safety and Health」curriculum were piloted in six high schools in Chungbuk, Gyeonggi, Daejeon, and Sejong, and 1,199 questionnaires collected from students who participated in the classes were analyzed. The results are as follows. The 「Food Safety and Health」class had a significant effect on improving the total score of 'food safety and health' knowledge of high school students and scores for sub-dimensional area. Compared to the pre-test, the overall rate of correct answers for the post-test has increased by 7.99%p, and schools that implemented the relevant unit class relatively more had higher improvement scores. In addition, the 「Food Safety and Health」class has positively changed the eating behavior of high school students, and had a significant effect on having a habit of eating a variety of foods evenly. High school students who participated in the 「Food Safety and Health」class evaluated their classes very positively (4.27 out of 5 points), and responded that the content of the class was interesting, easy to understand, and helpful for their diet in daily life. According to the responses to the open-ended questions, students responded that the class was helpful in acquiring food-related knowledge in their real lives, while there were so many limitations for experiencing lab class and group activities due to COVID 19. In preparation for the high school credit system, this study is meaningful that it has expanded the elective courses in home economics area, as well as the right to choose subjects for high school students.

• Journal of Korean Library and Information Science Society
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• v.14
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• pp.181-215
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• 1987

Reading education is very important in order to promote the refinement, cultivate the emotion and complete the character to the secondary school students. This thesis deals with the establishment of reading education as a formal course in secondary schools, responsibility of teaching and problems related to recommended reading lists. Reading education must separate from the national language education because of literature centered education in reading education. If reading education was separated from the national language education, students can a n.0, pproach to the other cultural boundary besides other own and exchange their information and ideas. So, reading education must be included to the elective subjects in a independent course or become a compulsory subject in secondary school curriculum. The teacher of reading education must become the teacher librarian who has a firm faith and an intellectual accomplishment. But, teacher-librarian has much disadvantages such as the problems of promotion, the division of qualification between elementary school and secondary school, and a short-term training courses for teacher-librarian. Hence, theses problems music be solved in national administrative level. Recommended reading lists must be provided to the student in order to prevent confusion of the sense of value, to estimate their own reading ability by themselves and to establish life long reading plan. Therefore, both Korean Library Association and the Ministry of Education should re-examine and develop recommended reading lists. Finally, problems of a juvenile delinquency in the post industrial society have to be solved through reading education. To solve the juvenile delinquency problems, adolescents should cultivate their moral character and possesses abundant knowledge through reading education. Then, young adults will grow as sound citizen in the society.

• Molecules and Cells
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• v.40 no.11
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• pp.855-863
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• 2017

Adipose tissue plays a central role in regulating dynamic cross-talk between tissues and organs. A detailed description of molecules that are differentially expressed upon changes in adipose tissue mass is expected to increase our understanding of the molecular mechanisms that underlie obesity and related metabolic co-morbidities. Our previous studies suggest a possible link between endophilins (SH3Grb2 proteins) and changes in body weight. To explore this further, we sought to assess the distribution of endophilin A2 (EA2) in human adipose tissue and experimental animals. Human paired adipose tissue samples (subcutaneous and visceral) were collected from subjects undergoing elective abdominal surgery and abdominal liposuction. We observed elevated EA2 gene expression in the subcutaneous compared to that in the visceral human adipose tissue. EA2 gene expression negatively correlated with adiponectin and chemerin in visceral adipose tissue, and positively correlated with $TNF-{\alpha}$ in subcutaneous adipose tissue. EA2 gene expression was significantly downregulated during differentiation of preadipocytes in vitro. In conclusion, this study provides a description of EA2 distribution and emphasizes a need to study the roles of this protein during the progression of obesity.

• Asian Oncology Nursing
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• v.3 no.1
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• pp.45-55
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• 2003

Self-help group program is an elective procedure intended to improve the quality of life of women undergoing mastectomy. The purpose of this study is explore effects of the self-help group program for QOL after mastectomy. 40 Women who had undergone mastectomies between stagel to 3 were recruited. Subjects of experimental group attended the self-help group for 4 weeks. Data were collected by self-reporting questionnaire. QOL was assessed using the Quality of Life Scale(QLS) translated by Kwon(1990). As a results, no significant differences were found between experimental and control group in changes of QOL. But, experimental group increased QOL score. In conclusions, when the self-help group program is provided to the patients with breast cancer, it can be helpful for promoting QOL and emotional support, even no statistical difference. For the further study, repeated researched with appropriate duration of intervention is suggested. Significant anxiety about their disease and fear of recurrence will be persisted despite intervention.

• Journal of Korean Academy of Nursing
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• v.15 no.2
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• pp.25-33
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• 1985

This study intended to investigate the volume of respiration according to the postoperative time and positions among the upper abdominal surgery patients. Tidal volume and vital capacity were measured in three positions-supine, left lateral and sitting position-at preoperatively, 12 hours postoperatively and 36 hours postoperatively. Thirteen male and seven female patients who were admitted for elective abdominal surgery under general anesthesia were the subjects of the study. Those patients with cardiopulmonary problems, obesity and smoking habit were excluded from the study. The study was conducted from March 15 to June 30, 1985 in Seoul National University Hospital. Tidal volume and vital capacity were measured by Wright spirometer in various positions at preoperatively, 12 hours postoperatively and 36 hours postoperatively. The results were as following: 1) Vital capacity was significantly decreased at 12 hours preperatively and 36 hours postoperatively than preoperatively. Vital capacity was not significantly different in Various positions, but sitting position revealed better than left lateral and supine position. Tidal volume was not significantly different in each position. 2) Male patients showed significantly higher than female patients in tidal volume and vital capacity. Vital Capacity was not significantly different by sex in each position, but vital capacity was higher in sitting position than in lateral and supire position. 3) There was not significantly different in tidal volume and vital capacity according to the type of incision and positions, vital capacity was higher in sitting positionthan in left lateral and supine position.