• International Journal of Costume and Fashion
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• 제17권1호
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• pp.41-57
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• 2017

The purpose of this research was to develop a typology of fair-trade apparel consumers and present a clear overview of the influence of product knowledge on consumer behaviors. A two-step cluster analysis was used to classify respondents into sub-groups based on their level of self-perceived knowledge and purchase experience. In addition, ANOVA was used to test the predictive validity of the cluster solution. Income was the only demographic variable that significantly differed across groups. The more familiar and more experienced group had higher income than the other groups. Psychographic data showed that attitudes and moral norms varied across groups. The more familiar and more experienced group had more positive attitudes and higher level of moral norms than the less familiar and less experienced group. In terms of behavioristic data, groups differed significantly in purchase intentions and willingness to pay more for fair-trade apparel. That is, the more familiar and more experienced group was willing to pay more and had higher purchase intentions than the less familiar and less experienced group. Overall, the level of product knowledge and purchase experience were considerably low. This study thus confirmed the need to increase consumers' familiarity related to fair-trade apparel products.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제23권1호
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• pp.1-26
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• 2020

본 연구에서는 예비교사와 경력교사가 수학 수업지도안을 읽고 이해하는 과정을 시선 추적(Eye-tracking)을 통해 분석하였다. 두 그룹의 시선 데이터를 분석한 결과, 예비 교사들은 수학 수업지도안을 경력교사에 비해 어렵게 느끼고 있었으며 선조적인 방식으로 수학 수업지도안을 읽고 이해하였다. 반면, 경력교사들은 수학 수업지도안의 흐름을 파악하기 위해 핵심 주제어들을 찾아 연결성을 만들어가는 하이퍼텍스트 읽기 전략을 활용하였으며 수학 수업모형의 핵심 영역을 방문하는 시간이 유의미하게 길었다. 이러한 결과를 바탕으로 예비교사들이 수학 수업지도안을 읽고 이해하는 역량을 지도할 때 숙고해야할 여러 시사점들을 도출하였다.

• 대한영양사협회학술지
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• 제24권2호
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• pp.181-190
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• 2018

The purpose of this study was to suggest strategies for effective food allergen labeling in order to prevent food allergies in school meal service. Food allergy experience, eating behavior, and perceptions of food allergen labeling in school meal service were surveyed and compared according to the food allergy experiences of middle school girls in Incheon. Seventy-eight students (17% of total subjects) experienced food allergies. For eating behaviors, students with food allergy experience had significantly higher scores for using nutritional knowledge in their life than inexperienced subjects. For the perception of food allergen labeling in school meal service, girls who had experienced food allergies more often checked labeling of school meals for allergenic foods than those who had no experience of food allergies (P<0.001). The most desirable method for displaying allergenic foods was an indication of the allergenic food name among students who had experienced food allergies and allergenic food number of the current method for students who had not experienced food allergies (P<0.001). Students who had not experienced food allergies showed significantly lower interest in food allergen labeling than subjects who had experienced food allergies (P<0.001). For the importance score of information items in nutrition labeling, allergenic food score was significantly higher in students who had experienced food allergies (3.9 vs. 3.4 points, P<0.001). These results indicate that students who have experienced food allergies are more interested in food allergen labeling of school meals and that they are more aware. Efforts to improve labeling method such as directly labeling allergenic food name and a more visible indication are required for efficient utilization of food allergen labeling in school meal service.

• 지역사회간호학회지
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• 제9권2호
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• pp.482-501
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• 1998

As an initial step toward the improvement of sexual education in middle school students, a survey on sexual attitudes and experience was done in Kangwon - Do, Korea. Questionnaires consisted of 68 items distributed to 240 boys and 240 girls from November 1 to December 20, 1996. Answers from 420 students were subjected to an analysis with SPSS. 92.4% of the girls experienced menstruation. Of them, 74.0% showed a negative reaction. 52.0% of the boys experienced night ejaculation. Of them, 81. 7% showed a negative reaction. Boys (64.3%) masturbated more than girls (17. 6%) (p= 0.0000). The understanding of masturbation was higher in boys than in girls (p = 0.0000). 87.2% of the subjects wished meetings with the opposite sex. During the meeting with the opposite sex, 12.9% of the students enjoyed drinking or smoking, 8.8% had intercourse. Boys(91.9%) watched pornography or porno-video more than girls(40.5%)(p=0.0000). 83.3% of the girls thought that both males and females should keep their virginity untill marriage. However, only 48.6% of boys thought that(p=0.0000). Of boys who had experienced sexual touch, 34.8% had intercourse. Of the 30 students(26 boys, 4 girls) who experienced sexual intercourse, 22 students had partners of the opposite sex and were friends. First intercourse 63.4% of these students had their in middle school period. The frequencys of sexual intercourse (more than 6times) was written by 12 students (40.0%). 24 students(16 boys and 8 girls) experienced sexual violence. As for dealing with sexual violence, 14 suffered by him or herself whill 7 students discussed it with a friend. There was a significant difference in the sources of information between boys and girls(p= 0.000), 36.0% had learned from an official sexual education source, usually from school nurses (74.0%). 92.6% of the students thought that sexual education was necessary. They believed that the appropriate person for sexual education was from a school nurse (53.1%) or from parents (19.5%). According to the above results, the following might be suggested: Realistic and future-directed sexual education material should be developed : Education programs to improve students insight and control sexual desire should be prepared: a systematic approach to activate the role of school nurse in sexual education should be prepared.

• 한국환경교육학회지:환경교육
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• 제21권2호
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• pp.40-50
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• 2008

The purpose of this study was that verify the difference of pro-environmental behavior according to be present or not of experience environmental education for developing pro-environmental and show basic material to prepare efficient operation plans of experience environmental education is based on factor which effect of pro-environmental behavior difference according to the types. Elementary schools were divided through existence and nonexistence of an experience environmental education than I was checked up the pro-environmental behavior of students, who joined in different environmental educations each other. It was analysis by dividing into an environmental education of school, an educator (teacher, environmental-interpreter), and fields for environmental education (school inside and outside) to know types of experience environmental education. In result, elementary schoolers who experienced an experience environmental education at school class, had higher an environment-friendly behavior and elementary schoolers, who experienced an experience environmental education at class from environmental-interpreter, had higher an environment-friendly behavior by and large. As a result, this study showed that the area based on their residential quarter and an experience environmental education with realistic plans to connect with social environmental education for developing pro-environmental carrying out the most positive effect.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.447-460
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• 2017

This study asked preservice elementary teachers to conduct an inquiry of observing the moon, and analyzed the phenomena observed, difficulties experienced, and pedagogical suggestions by the preservice teachers. Participants were 31 undergraduate students enrolled in a science course in a university of education. As a part of the course, the preservice teachers observed the moon for about a month and completed personal journals which described the phenomena they observed, difficulties they experienced, and the pedagogical suggestions to help elementary students conduct the same inquiry activity. The analysis of the journals revealed that the preservice teachers observed the moon mostly during the evening or night and that they noticed lunar phases, directions, altitudes, and color and brightness more frequently than other phenomena. The preservice teachers experienced difficulties related to the observation time, lunar phases, directions, and altitudes, and, reflecting on their own experiences, suggested a variety of pedagogical ideas about these difficulties. The pedagogical suggestions by the preservice teachers also included how to help elementary students keep their interest and perform the moon observation for a rather long period of time. Implications for moon investigations in the elementary school science classroom and relevant research were discussed.

• 수산해양교육연구
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• 제28권3호
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• pp.678-691
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• 2016

This study intends to explore the characteristics of prospective teachers with a qualitative study based on the experience of students. To that end, the classes of prospective teachers and experienced teachers were compared through the students with focus on PE class. Practicum is the first teaching experience of prospective teachers and there are many related studies. However, there are few studies contributing to the reflective introspection of prospective teachers based on the experience of students. Thus, this study intends to promote their reflective introspection on their practicum, the first teaching experience. It was revealed that the majority of students find the prospective teachers' class less helpful than the class of experienced teachers. The detailed findings are as follows. First, the students find that prospective teachers only focus on the textbook and materials they have prepared. Second, most students find that prospective teachers do not consider the level of students as they focus on the textbook only. Third, most students find the class of prospective students uninteresting. Fourth, most students find that prospective teachers are unable to help students acquire various functions easily. The findings show that the majority of students find the prospective teachers' classes are inadequate. It implies that prospective teachers do not gain effective teaching skills at their universities (college of education). Prospective teachers should identify their areas of improvement based on their student experience.

• 한국치위생학회지
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• 제18권5호
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• pp.821-830
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• 2018

Objectives: This study aimed to examine the factors that affect the school-based oral health education in adolescents. Methods: This study was analyzed using data from the Korea youth risk behavior web-based survey in 2017. A total of 62,276 adolescents participated. The collected data was analyzed using the chi-square test, and logistic regression using SPSS, version 21.0. Results: Among the general factors related to oral health education in schools, male students experienced 1.14 times more oral health education in schools compared to female students, and middle school students experienced 1.81 times more oral health education than other students (p<0.001). With respect to oral health status, the groups without tooth fractures, pain during mastication, or gum pain and bleeding experienced 1.18 times, 0.95 times, and 1.03 times more oral health education in schools, respectively, compared to the group with complaints (p<0.001)(p<0.05). With respect to oral heath behavior, the group that brushed after lunch 'sometimes' during the last seven days received 1.43 times more oral health education compared to the group that 'always'brushed after lunch. Conclusions: It is necessary to supplement, extend, and strengthen oral health education programs in schools as well as motivate and recognize such programs.

• 한국안전학회지
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• 제29권4호
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• pp.147-152
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• 2014

The purpose of this study, the overall occupational safety and health status and identify the characteristics of the workers engaged in the field of quick services, substitute driving services, home delivery, caregiver, film and television arts, to take appropriate measures to prevent industrial accidents, profession and working environment, safety recognition and education, and safety activities, accident experience and job stress survey. Survey using a structured questionnaire, 846 people directly interview research. Safety consciousness level of himself or herself was "fair level" of 3.19 points and those of colleagues and the general public were evaluated to be low as 2.84 points and 2.54 points, respectively. During the last 12 months, 21.3% of total workers in 5 job categories have received an industrial safety health education for job-related accident or disease and 87.6% of workers engaged in caregiver have received an industrial safety health education for job-related accident or disease. The proportions for delivery worker, substitute driving service and quick service/cultural art were 26.4%, 12.1% and below 10%, respectively. Frequency of having received an education was 5.7 days on average and education hour was 9.2. Regarding cases of having experienced job-related accident or having been exposed to job-related disease over the past 1 year, 17.0% of total respondents have experienced accident and 21.3% have experienced job-related disease. Preventive education for occupational safety is required to be expanded and strengthened. Except caregiver, the proportion of having received an information and education for safety rules and hazardous factors. Safety education is urgently required in order to prevent and reduce accident. Safety and health guideline is required to be developed and disseminated in order to prevent accident in advance.

• Asian Journal of Atmospheric Environment
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• 제9권3호
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• pp.222-227
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• 2015

The environmental education with ideal teaching tools (e.g., a small-scaled experimental kit) is essential for raising the public's, especially student's, awareness of many environmental issues. This study was undertaken to develop a do-it-yourself model instrument of acid rain and estimating its applicability to the environmental education. Our novel model tool consists of a body (17 cm width, 6 cm depth, and 17 cm height), an acid gas injector, acid four rain reservoirs, and a drop supply pump. An alternative model instrument that can be more readily assembled was also suggested. Based on our novel approach, we carried out several model experiments with educatees (i.e., high school and college students, and adults). The results of questionnaires indicated that educatees achieved a very deep understanding of acid rain through an experienced model experiment. A 77 to 89% of educatees experienced the reappearance experiment of acid rain by our model instrument felt that it was very useful as a teaching tool of environmental education.