• Journal of the Korean Society of Food Culture
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• v.25 no.4
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• pp.400-409
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• 2010

This study investigated the food and dietary educational content in primary, middle and high school textbooks in order to provide fundamental data for the development of educational programs on Korean traditional food culture. The research objects consisted of 51 kinds of textbooks (15 kinds of primary school textbooks, 29 kinds of middle school home economics textbooks and 7 kinds of high school home economics textbooks), and the contents related to food and dietary education were counted and analyzed. The content analysis was performed using two categories: application method and subject matter. Application method included texts, cases, visual aids (pictures, photos, illustrations, chart, etc.) and activities, whereas subject matter consisted of seven types (well balanced nutrition and health, understanding of food and nutrition, cooking principles, cooking lessons, traditional foods and culture, others). The results of the application method in primary school textbooks show that visual aids were the most common in all six grades. For the subject matter, 'understanding of food and nutrition' was most abundant in primary school textbooks while 'well balanced nutrition and health' accounted for a large part of the contents in middle school textbooks. However, the contents regarding traditional foods and culture were insufficient in primary and middle school textbooks. These results suggest that educational contents on traditional foods and culture should be added to primary and middle school textbooks and covered in various subjects. Furthermore, high school 'home economics' contents need to emphasize comprehensive food and dietary education and adjust to 'science & technology for life'.

• Journal of Korea Multimedia Society
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• v.23 no.7
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• pp.862-869
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• 2020

This study attempted to analyze human brain responses toward visual content through EEG signals and intended to measure brain wave reactions of different age groups to determine the sexuality level of the media. The experimental stimuli consist of three different video footage (rated ages 12, 15, and 18) to analyze how subjects react in situations where they actually watch sexual content. For measuring and analyzing brain wave reactions, EEG equipment records alpha, beta, and gamma wave responses of the subjects' left and right frontal lobes, temporal lobes, and occipital lobes. The subjects of this study were 28 total and they are divided into two groups. The experiment configures a sexual content classification scale with age or gender as a discriminating variable and brain region-specific response frequencies (left/right, frontal/temporal/occipital, alpha/beta/gamma waves) as independent variables. The experimental results showed the possibility of distinguishing gender and age differences. The apparent differences in brain wave response areas and bands among high school girls, high school boys, and college students are found. Using these brain wave response data, this study explored the potential of developing algorithm for measurement of age-specific responses to sexual content and apply it as a film rating.

• Journal of Korean Academy of Nursing
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• v.32 no.2
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• pp.254-264
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• 2002

This study was conducted to identify and compare the stressors and coping behaviors of high school students who experienced suicidal ideation vs those who do not. Method: The data were collected from 1,441 high school students living in the middle region of Korea. Researchers collected the data using Adolescent Stress Inventory and Adolescent Coping questionnare from February to May of 1999. Data were analyzed using X2, T-test. Result: A significant proportion (31.9%) of subjects had thought about suicide during the past 6 months, 297 girls (35.3%) and 163 boys (27.2%). Major stressors of subjects who experienced suicidal ideation were academic problems, conflicts between family members, and changes in sleeping or eating patterns. Conflicts with family members contributed to have suicidal ideation. There was no significant difference in helpful coping behaviors between the two groups. The group who experienced suicidal ideation had lower scores and fewer coping behaviors. Boys perceived more stressors and had fewer helpful coping behaviors than girls. Conclusion: It is necessary to develope school-based suicide prevention programs. Our findings suggest that the program should focus on problems related to studying and conflicts within the family.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.477-485
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• 1996

The purpose of this study was to identify the preferable motivation types in science-learning and to find out the relationship between these types and scientific achievement of students in the secondary school. The subjects of the study were the second grade 581 students sampled by random cluster sampling method in three middle schools and three high schools. Three motivation types in science learning were analyzed, and they were named to task-orientation, ego-orientation and work-avoidance. From our results, secondary school students preferred task-orientation and work-avoidance to ego-orientation. In the case of task-orientation, high school students, especially in male group, had much preferable tendency than that of middle school students (p<0.001). It is interpreted that, as the level of scientific content of texts or the cognitive level of students were higher, a preference for the motivation type was focused to the task-orientation, especially in male group. In the case of ego-orientation, the female group showed much preferable tendency than that of male group in middle school (p<0.05). However, the female group in high school students was not different from the other groups in this motivation type. In the case of work-avoidance, there were not only a significant difference between males and females in the middle school (p<0.001), but also difference between middle and high school students in female group (p<0.05). It showed that female group had much preferable tendency than that of male group, and this tendency was decreased to the higher grade students in secondary school. From the analysis of correlation between motivation types and scientific achievement, task-orientation and work-avoidance were correlated to the scientific achievement. Its results were interpreted that the scientific achievement could be accomplished by the external motivation stimulus as well as the scientific content of texts. The task-orientation were comparatively correlated to the intelligence quality. It means that the students having high intelligence quality showed much preferable for the task-orientation.

• Journal of Environmental Science International
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• v.19 no.3
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• pp.343-351
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• 2010

Since the effect of environmental education at class using textbooks or materials related to environment is limited, the importance of activities for field experience is getting increased day by day. Thereby, the education tends to change into the type of education providing students with direct environmental experience. Students attending the science high school have excellent aptitude and ability for science and will lead the development of science in the future. Now it is urgent to develop various experiential programs which are helpful for them to establish desirable values on environment. However, the field of environmental education that allows science high school students equipped with ample environmental knowledge to improve environment sensitivity and have proper environment awareness is quite restricted as of now. Natural exploration activities are the programs which provide science high school students having lack of chance for environmental education with good opportunities to contact nature and also play significant roles in arousing their interest in issues related with environment. Therefore, it is thought that they will let science high school students explore the natural features of Korea, understand the importance of preserving environment and ecosystem profoundly, and encourage environmental awareness and will of environmental practice. Thereupon, with the study subjects of 121 first and second graders at U Science High School, this article analyzed their recognition of the necessity for environmental education and environmental pollution problems before and after the natural exploration activities, and conducted a survey on their satisfaction after the natural exploration activities and analyzed it. The result of this research is as follows. First, it was shown that the natural exploration activities were effective to raise the science high school students' awareness of issues related with environmental pollution. Second, the natural exploration activities had effect upon enhancing the students' willingness of environmental practice. Third, there was statistically significant correlation between the science high school students' satisfaction with the natural exploration activities and their achievement in the science subject. Fourth, there also was a statistically non or weakness significant correlation between their satisfaction with the natural exploration activities and preference for the science subject. In particular, it was found that students preferring biology indicated higher satisfaction.

• Korean journal of food and cookery science
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• v.15 no.4
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• pp.338-352
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• 1999

This research was carried to investigate the food preference of students, from elementary school, middle school, high school, university and industrial workers on Jinju, Sacheon and Jinyang by age and sex. The results were obtained as follows. In case of rice as the stationary food, plain white boiled rice showed the highest preference among all the groups. Most of groups liked most of one-dish meals such as kimbab, fried rice with kimchi, dumplings and bibimbab, especially the elementary school students and middle school students. On the other hand, high percentage of industrial workers disliked the western food such as pizza, hamburger and sphagetti. Most of subjects liked jajangmun, nangmun and bibimgooksu as noodles. As the side dishes generally they prefer the soup to stew. Male prefer the soup with beef and female prefer soup with vegetables. Stew with kimchi and stew with soybean paste showed high preference among most of groups. Most of broil food showed high preference, and students prefer meat to fish as broil cooking materials especially younger students. As a general they liked soybean sprout, spinach and wild sesame leaf as namul cooking method and they liked korean cabbage kimchi, chonggak kimchi, kackdoogi and dongchimi as kimchi. As a dessert subjects liked most of fruits and they liked yoghurt, fruit juice, milk, sikhae and soda as drinks generally. On the other hand snacks such as cooky, candy, cake, corn, rice cake, sweet potato have the lowest percentage preferance as a dessert, but students from elementary schools showed the highest preferance to sweet such as cooky, cake and candy than any other group. These food preferance results showed some nutritional problems especially young age students. They should eat more green-yellow vegetables, liver food and dried small sardine and they should reduce snacks such as candy and cooky and soda drinks. Therefore it is necessary to conduct nutrition education by parents, teachers and dietician together to improve their food habits and their health.

• Journal of the Korean Society of School Health
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• v.20 no.1
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• pp.45-52
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• 2007

Purpose: The purpose of this study was to examine the types of school accidents and their first aids at Elementary, Middle, High Schools in a local area. Methods: The subjects were 1062 students who have had episodes of school accidents from 730 (Elementary = 429, Middle = 188, High = 113) schools in Chungnam province from January to December, 2006. Data were collected from accident-related record from school nurse and 'School Safety Fund', and analyzed using the SPSS Version 13.0 programs and the results and conclusions are as follows: Results: The proportion of school accidents occurred were in middle(0.43%), high(0.35%), primary(0.30%) school students. And the most frequent type of accident was fracture and then sprain. Most school accidents broke out in playground during resting time, and followed by physical education class. The most frequent cause of school accidents was carelessness and first aid was fixation the injury. Conclusion: Based on these findings, school-based and continuous safety education programs and emergency care system within school and in community can be suggested in collaboration with health-related resources. Further longitudinal study to identify causes and kinds of school accidents and can also be recommended.

• PNF and Movement
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• v.16 no.2
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• pp.187-194
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• 2018

Purpose: This study aimed to assess the effect of rowing ergometer training on the aerobic capacity and strength of male high school students over a 12-week period. Methods: Fourteen high school students volunteered to participate in the study. The subjects were divided into two groups: seven subjects in the experimental group and seven in the control group. The subjects in the experimental group performed rowing ergometer training for 75 min per session at three days a week for 12 weeks. The exercise intensity set the maximum heart rate (HRmax) from 40% to 80%. Aerobic capacity was measured by ventilation, cardiac output, and oxygen intake per body weight. Strength was measured by grip strength and back strength before and after training. Results: A significantly increased ventilation (p=0.01), cardiac output (p=0.01), and oxygen intake per body weight (p=0.00) were found in the experimental group. A significantly increased grip strength in the right and left hands (p=0.00, 0.00) and back strength (p=0.04) were observed in the experimental group. Conclusion: Rowing ergometer training can be an effective combined exercise for aerobic capacity and strength of high school students.

• Journal of Environmental Health Sciences
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• v.20 no.4
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• pp.98-117
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• 1994

To provide data for the contents regarding environmental health (environmental hygiene, environmental pollution) in the textbooks of primary, middle and high schools, a total of 243 textbooks was analysed for two months from May, to July 31, 1993. Among the total 52844.50 pages, 1.65% was related to the environmental health, which account for 870.00 pages. In the textbooks by school level, the rate of the contents regarding environmental health in primary school was 1.63% (148.75 pages). that of middle school was 1.96% (243.25 pages) and that of high school was 1.53% (478.00 pages). The area of environmental hygiene was 0.24% (129.25 pages) and that of environmental pollution was 1.40% (740.75 pages) which is slightly high. In the field of environmental hygiene, the rate of the contents in the middle school textbooks was 0.53% which was the higher than that of the primary and high school textbooks. The rate of environmental pollution area was not significantly different by school level but the number of the pages was the higher at the high school than that of the primary and middle schools, which account for 428.8 pages. The contents related by the areas were as follows: 1. Contents related to environmental hygiene 1) Among environemtnal hygiene contents, the rate of housing sanitation was the highest as 0.14% (73.00 pages), that of air environment was 0.06% (33.00 pages) and that of water supply sanitation was 0.03% (17.25 pages). The portion of air environment was 5.00 pages in the primary school textbooks and that of housing sanitation at the middle and high schools was each 35.0 pages, 35.50 pages, which was the more than that of other fields. By school year, there was no contents related at the 1st and 2nd grades but were 4.75 pages at the 4th grade which were the more than those of other grades. At the 5th grade, water supply sanitation part was found but not air environment. Housing sanitation was found at the 3rd, 5th grades and insect or rodent control was at the 3rd, 4th, 5th, 6th grades. 2) In the middle school textbooks related to environmental health, 41.0 pages were included in the textbooks of pysical education, the highest number. The next was 19.5 pages in home economics, 2.8 pages in social studies and 3.00 pages in others. The contents of air environment were found in the textbooks of physical education and science, those of water supply and housing sanitation were in home economics and physical education and those of insect control were found 0.5 pages in home economics only. 3) In the high school textbooks, the highest number was 27.8 pages of home economics and the next was 11.5 pages of others, 7.8 pages of physical education, 2.0 pages of science and 0.3 pages of social studies. Air environment parts were included in the textbooks of science, physical education and home economics and water sanitation was in home economics, physical education and others. Housing sanitation was showed in home economics and social studies, on the other side the contents of insect or rodent control was found in home economics and physical education. 4) By the subjects related to environmental hygiene in the primary, middle and high school textbooks, 51.0 pages of home economics were the highest portion. It was also revealed that 49.5 pages of physical education, 14.5 pages of others, 13.5 pages of science and 0.8 pages of social studies were included. The number of 33.0 pages of air environment portion was distributed into 9.75 pages of science, 19.0 pages of physical education and 4.25 pages of others. Among 17.3 pages of water sanitation, 3.5 pages of home economics, 11.3 pages of physical education and 2.5 pages of others were included. Housing sanitation portions were 73.0 pages, which were distributed into 46.5 pages of home economics, 0.5 pages of social studies, 18.3 pages of physical education and 7.8 pages of others. 5) The number of photo, figure, illustration and table related in the primary school textbooks was 31. Among them, the number of photos was 21, that of figures or illustrations was 9 and that of table was 1. The number of 63 in the middle school textbooks was classified into 3 photos, 32 figures or illustrations and 28 tables. At the high school, the number of 56 was included 2 photos, 41 figures or illustrations and 13 tables.2. Contents related to environmental pollution 1) In the field of environmental pollution, the rate of water pollution was 0.39% (203.3 pages), that of air pollution was 0.31% (161.5 pages) that of soil pollution was 0.1% (57.3 pages), that of refuse disposal was 0.08% (40.3 pages) and others was 0.5% (278.5 pages) by school level, the rate of water pollution in the primary, middle and high schools was each 40.5, 48.0, 118.8 pages and that of air pollution was each 20.8, 38.3, 102.5 pages. 2) Environmental pollution areas were not inserted in the textbooks at the 1st grade of the primary school but foqnd 5.5 pages at the 2nd grade, 30.5 pages at the 4th grade, 36.3 pages at the 5th grade and a,9.5 pages at the 6th grade. Water pollution was included from the 2nd grade, air pollution and refuse disposal from the 3rd grade and soil pollution from the 5th grade. 3) In the middle school textbooks, environmental pollution was distributed into 90.25 pages of science, 42.8. pages of physical education, 20.5 pages of social studies, 19.5 pages of others and 4.0 pages of home economics. At the high school, the contents were found 191.3 pages in science, 119.3 pages in others, 88.5 pages in social studies, 28.5 pages in physical education and 1.3 pages in home economics. 4) By subjects of the primary, middle and high schools, the portion of environmental pollution was classified into 322.2 pages of science, 195.0 pages of social studies, 138.8 pages of others, 76.3 pages of physical education and 8.5 pages of home economics. Air and soil pollution parts were not found in the subjects of home economics. 5) The number of photo, figure or illustration and table related in the primary school textbooks was 218. Among them, the number of photos was 61, that of figures or illustrations was 149 and that of tables was 8. At the middike school, the number of 153 was distributed into 99 photos, 34 figures or illustrations and 20 tables. The number of 129 found in the high school textbooks was included 129 photos, 73 figures or illustrations and 100 tables.

• Journal of the East Asian Society of Dietary Life
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• v.25 no.4
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• pp.710-719
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• 2015

This study was undertaken to identify factors affecting school food waste generation using a questionnaire. The subjects were 254 high school students (male; 156, female; 98) in Sacheon, Gyeongnam divided into three groups of low (${\leq}1/week$), moderate (2~3/week), and high (${\geq}4/week$) according to the frequencies of food waste. The questionnaires consisted of general characteristics, anthropometric values, dietary habits, health-related behaviors, self-perceptions of food waste, snacking patterns, and nutrition knowledge. The main reasons behind food waste were 'too much food' in the low (20.9%) and moderate (32.2%) groups, and 'no appetite' in the high group (p<0.01). The main types of food waste were rice (44.2%) > fish (18.6%) > vegetables (14.0%) in the low group, rice (54.2%) > Kimchi/vegetables (15.3%) in the moderate group, rice (56.0%) > vegetables (20.0%) > Kimchi (16.0%) in the high group (p<0.01). School food waste was significantly affected by age, gender, monthly allowance, school grade, weight, BMI, regularity of meals, time of meals, type of breakfast, starting age of smoking, and cost for snacking.