• Particle and aerosol research
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• v.15 no.2
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• pp.79-90
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• 2019

It is important to control fine particles in children care centers, elementary schools, elderly care facilities and so on where vulnerable children and the aged stay during most of their time. This study has investigated $PM_{2.5}$ and $PM_{10}$ concentrations in two classrooms equipped with an air cleaner and two air cleaners, respectively and they were compared to those in a classroom without an air cleaner as well as those outdoors. Eight air cleaners which have various clean air delivery rates (CADRs) between 9.9 and $21.3m^3/min$ were tested in classrooms in two elementary schools in Seoul. Average $PM_{2.5}$ and $PM_{10}$ were $7.3{\pm}0.7$ and $45.5{\pm}4.1{\mu}g/m^3$ in classrooms equipped with an air cleaner and $4.2{\pm}0.6$ and $24.6{\pm}2.5{\mu}g/m^3$ in classrooms with two air cleaners, whereas they were $22.1{\pm}2.6$ and $109.1{\pm}9.6{\mu}g/m^3$ in classrooms without an air cleaner and $36.9{\pm}5.1$ and $74.1{\pm}10.6{\mu}g/m^3$ outdoors, respectively. $PM_{2.5}$ in classrooms could be reduced effectively by using an air cleaner or two air cleaners, because $PM_{2.5}$ was mainly infiltrated from outdoors, however $PM_{10}$ could not because $PM_{10}$ was mainly caused indoors by students' activities. Air cleaners were more effective for removal of $PM_{2.5}$ and $PM_{10}$ in classrooms with a high airtightness than those in classrooms with a relatively low one. Average $CO_2$ in classrooms was about 1500 to 2000 ppm for class hours dependent on the student number per a classroom, which was about 1.5 to 2 times higher than the standard, regardless of the use of air cleaner.

• Korean Journal of School Psychology
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• v.17 no.2
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• pp.181-198
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• 2020

This study examined how the rejection sensitivity model might be applied to the link between rejection sensitivity and dating relationship satisfaction by means of investigating the mediating effect of cognitive emotion regulation strategy and conflict resolution strategy. A total of 668 college students in Seoul (232 males, 436 females, mean age of 21.59 years [SD=2.08]) participated in this study. The results illustrated that the adaptive emotion regulation strategy, among cognitive emotion regulation strategies, and the integration and compromise strategies, among conflict resolution strategies, had the double mediation effect on the association between rejection sensitivity and dating relationship satisfaction. In other words, a direct negative correlation between rejection sensitivity and dating relationship satisfation resulted in high rejection sensitivity, which was expected to generate low satisfaction in dating relationships. However, it was confirmed that the use of these two strategies-the cognitive emotion regulation and the conflict resolution strategy-could bring positive effects in terms of the dating relationship satisfaction; the former helped couples to see situations more broadly and increase positive perceptions, while the latter solve their problems each other. Based on these findings, we discuss their implications for counseling practice and therapeutic interventions

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

• The Mathematical Education
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• v.60 no.4
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• pp.555-580
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• 2021

The purpose of this study is to explore the factors of situational interest in math learning, and based on the results, to reveal the factors of situational interest included in teaching and learning methods, teaching and learning activities in mathematics class, and extracurricular activities outside of class. As a result of conducting a questionnaire to high school students, the factors of situational interest in learning mathematics were divided into 10 detail-domain(Enjoy, Curiosity, Competence / Real life, Other subjects, Career / Prior knowledge, Accumulation knowledge / Transformation, Analysis), 4 general-domain(Emotion, Attitude / Knowledge, Understanding), 2 higher-domain(Affective / Cognitive) were extracted. In addition, it was revealed that various factors of situational interest were included teaching and learning methods, teaching and learning activities and extracurricular activities. When examining the meaning of 10 situational interest factors, it can be expected that the factors for developing individual interest are included, so it can be expected to serve as a basis for expanding the study on the development of individual interest in mathematics learning. In addition, in order to maintain individual interest continuously, it is necessary to maintain situational interest by seeking continuous changes in teaching and learning methods in the school field. Therefore, it can be seen that the process of exploring the contextual interest factors included in teacher-centered teaching and learning methods and student-centered teaching and learning activities and extracurricular activities is meaningful.

• Korean Journal of Psychosomatic Medicine
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• v.26 no.1
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• pp.1-8
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• 2018

Objectives : This study aimed to investigate the psychosocial characteristics of functional gastrointestinal disorder (FGID) in patients with psychiatric disorders. Methods : This study was conducted with 144 outpatients visiting the psychiatric clinic at a university hospital. FGIDs were screened according to the Rome III questionnaire-Korean version. Demographic factors were investigated, and psychosocial factors were evaluated using the Hospital Anxiety Depression Scale, Patient Health Questionnaire-15, Childhood Trauma Questionnaire-Korean, and State-Trait Anger Expression Inventory. Chisquared test and student's t-test were used as statistical analysis methods. Results : There were differences in education level between two groups divided according to FGID status (${\chi}^2=10.139$, p=0.017). Comparing the psychiatric disorder by FGID group, irritable bowel syndrome (IBS) group showed significant differences (${\chi}^2=11.408$, p=0.022). According to FGID status, IBS group showed significant differences for anxiety (t=-3.106, p=0.002), depressive symptom (t=-2.105, p=0.037), somatic symptom (t=-3.565, p<0.001), trait anger (t=-3.683, p<0.001), anger-in (t=-2.463, p=0.015), and anger-out (t=-2.355, p=0.020). Functional dyspepsia group showed significant differences for anxiety (t=-4.893, p<0.001), depressive symptom (t=-3.459, p<0.001), somatic symptom (t=-7.906, p<0.001), trait-anger (t=-4.148, p<0.001), state-anger (t=-2.181, p=0.031), anger-in (t=-2.684, p=0.008), and anger-out (t=-3.005, p=0.003). Nonerosive reflux disease group showed significant differences for anxiety (t=-4.286, p<0.001), depressive symptom (t=-3.402, p<0.001), somatic symptom (t=-7.162, p<0.001), trait anger (t=-2.994, p=0.003), state anger (t=-2.259, p=0.025), anger-in (t=-2.772, p=0.006), and anger-out (t=-2.958, p=0.004). Conclusions : Patients with psychiatric disorders had a high prevalence of FGID, and various psychosocial factors contributed to such differences. Therefore, the psychiatric approach can offer better understandings and treatments to patients with FGID.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.43-63
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• 2018

The purpose of this study is to examine the various contexts affecting life culture through practical reasoning process and to select the goal and contents system of unification education in middle school home economics to form healthy unification community and to develop teaching and learning process. Based on the Unification Education Guidelines, Unification Education Pre-Study, Pre-Study on North Korean Defectors, and Analysis of the 2015 Revision Home Economics Curriculum in Korea, Goal and content system. Based on this, we developed a teaching and learning process and a student activity place applying practical reasoning process after extracting practical problems, and prepared a final development plan based on the results of two expert group evaluations. The results of this study are summarized as follows. First, the goal of unification education in the middle school home economics class is to 'Based on the social-cultural context, we develop the ability to cultivate healthy reunification by respecting the differences between the cultures of the two Koreas and discovering common values in a unified society and resolving practical issues in a unified society.'. Second, the content system of middle school home economics unification education was selected as the core theme of 'Unification Education Focused on the Living Culture'. The content elements were comprehending the socio - cultural context that affects the life culture of the two Koreas, Related language, maintenance of diversity of dietary culture in each region including North Korean food, social norms and attire, correct housing value and common living etiquette. Based on the goals of unification education in the middle school home school curriculum, we selected practical issues as 'What should we do to create a healthy unified community?'. Third, the teaching and learning process of unification education in junior high school home economics education is to recognize the problem of unification, to analyze the factors affecting the life culture of the two Koreas, to grasp the effect of the action and the ripple effects, to select alternative methods, And 4 subjects for 8 teaching learning course plan, and 35 teaching materials.

• Korean Journal of Human Ecology
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• v.7 no.1
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• pp.51-67
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• 2004

This study analyzed the effects of nutrition technicians' hygiene education on cooking workers' performance of hygiene management in order to ensure the security of school meals. The situation of cooking workers' disposition in subject schools was elementary school(51.1%) and middle school(48.9%) and the type of meals was rural area type(54.2%), urban type(36.5%). and island and isolated area type(9.3%). The methods of meals management were single cooking(88.2%) and joint cooking and management(11.8%). The type of distributing meals was distributing in a dining room(93.5%), in a classroom(3.7%), and in both dining room and classroom(2.8%). Nutrition technicians' employment form included regular(53.5%) and daily(88.2%). Their education was junior college graduate(50.2%), university graduate(44.8%). and graduate school students(5.0%). Cooking workers' employment form included daily(88.2%) and regular (11.1%). suggesting that most were regular. Most cooking workers(77.4%) had at least high school certificate. Regarding the situation of cooking workers' disposition in subject schools, the number of student per one cooking worker was found as 91-120(37.2%), 61-90(22.6%). 60 and under(21.l %). 121-15006.7%). and 151 and over(2.5%). Cooking workers' level of performance of hygiene management was post-working stage(66.37/75 marks), pre-working stage(64.22/75 marks). and working stage(20.34/25 marks), The counting of meals articles in a pre-working stage(20.34/25 marks). temperature and required time in a working stage(18.78/25 marks), and machinery equipment and hygiene in a pre-working stage(21.40/25 marks) showed lowest of performance, which suggest poor service of hygiene. Cooking workers' performance of hygiene management by working stage showed the significant difference with school class(p<.001), type of schools with meals(p<.05). state of cooking workers' employment(p<.001), and cooking worker's disposition(p<.05). A working stage showed the significant difference with type of schools with meals(p<.05). A post-working stage showed the significant difference according to type of schools with meals(p<.05), and the methods of meals management(p<.05), and cooking workers' disposition(p<.05). In the execution of hygiene education, individual hygiene was highest(94.8%), followed by the management of machinery equipment and tools(89.7%), food poisoning and microorganism(94.7%), and the method of food treatment(76.4%). A yearly plan of hygiene education included established(83.9%) and not established(l6.1%). Regular education included not executed(25.1%), 2-3 times a month(l6.1%), and more than 4 a month(4.0%) and occasional education was not executed(57.0%), 1-3 times a month(26.3%), and more than 4 a month(l5.7%). In the methods for hygiene education, oral education(95.7%) was used most, followed by demonstration(10.5%), poster/photo(10.5%), video/slide(3.7%), and computer(3.7%). Frequency of improvement and complement of hygiene education included once a month(56.3%), once a year(20.7%), by quarter(l1.5%), and every six months(1l.5%). Newspaper was used most in materials of hygiene education, followed by internet, TV, nutrition technician's reeducation, information exchange between members, educational office's training, and reference book, and educational office's material. and symposium. Cooking workers' assessment of the effect of hygiene education was conducted through observation(56.8%), check table(l5.2%), question(l4.0%), and examination(14.0%). The reason of cooking workers' low level of performance included habitual custom(53.9%), lack of understanding(20.4%), overwork(l4.6%), and lack of knowledge(l1.l%) and the reason of difficulty in hygiene education included lack of time(55.3%), lack of understanding(27.6%), lack of knowledge and information(8.7%), and lack of budget(48.0%).

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.159-171
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• 1998

The purpose of this study is to explore the relationships between hope, health locus of control and general health of nursing students. The subjects of this study were 161 female students of National Nursing School in Seoul. Data was collected through a questionnaire from May 11 to May 23, 1998. The tools used for this study were Hope scale developed by Miller and Power, Multidimensional Health Locus of Control Scale developed by Wallston and Wallston and General Health Scale(Modified Conel Medical Index) developed by Nam Ho Chang. Data were analysed in an the $SPSS/pc^+$ program using frequency for the demographic characteristics, 1-test and ANOVA for relationship between the variables and demographic characteristics and for it's differences of hope and general health control. Peason correlation coefficient for relationship between the 3 variables, hope, health locus of control, and general health. The results of this study were as follows ; The 1st hypothesis : that 'Between hope, health locus of control (HLC) and general health of nursing students will have positive relationship', was supported(=.2883, p=.000). The 2nd hypothesis; that 'The hope score of nursing students in HLC-internal group will be higher than others' was supported(F=5.22, p=.0063). The 3rd hypothesis ; that 'The general health of nursing students in HLC -internal group will be higher than others' was accepted(F=2.94, p=.0554). The 4th hypothesis ; that 'Hope, HLC and general health of nursing students according to demographic characteristics will be different ' was accepted in part. o In hope the more age, the higher score. o In HLC the group of non religious have higher score(t=-2.02, p=.045). o No experienced addmission was revealed HLC-internal group(t=-1.91, p=.058). o Non religious group has a tendency to dependent upon on powerful other person(t=-1.99, p=.049). o The hope score of nursing students was very high(4.49/6point). o The general health status of nursing students was vert good(92.88/114point). o Most of nursing students was in HLC-internal group(81.4%). o The most frequent complaints of nursing students was dizziness suddenly developed(68.4/114point), very nervous in small thing(67.83/114) and very nervous to others critics(68.4/114) in turn. In conclusion, the students who have high score of hope, in HLC-internal group have good general health. Hope inspiring not only makes one's good health but also makes others good health and powering hope. For good health person who are in HLC-internal group have powerful hope, keeping good health would be a good stretegy to change the student's HLC and make them good health and hope powering then it would be a good method to change the HLC to HLC-internal group.

• Research in Community and Public Health Nursing
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• v.9 no.2
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• pp.458-466
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• 1998

The purpose of this study is to investigate the differences in body fat distribution between obese boys and girls in high school and the relationship between the precent of body fat and the Broca Index. The survey of data was conducted from November 3rd to the 11th in 1997. The data were analyzed by the use of a mean, standard deviation and a Pearson's correlation coefficient. Measurements of the percentage of body fat and lean body mass were made by a Bioelectrical Impedence while height, weigh and the Broca index were measured by a fatness measuring system. First, measurements of height, weight and the Broca index were made by a fatness measuring system on 1,125 1st year students and 1,076 2nd year students. The result of measurements, 216 obese boys and 100 obese girls appeared to have above 10% of the Broca index. The result of this study can be summarized as follows: 1) Obese boys and girls were grouped by the level of the Broca index as follows: boys, 110-less than 120 60.0%, 120-less than 130 20.8%, 130-less than 140 11.1%, above 140 7.4%. ; girls, 110-less than 120 44.4%, 120-less than 130 32.0%, 130-less than 140 13.0%, above 140 11.0%. 2) Obese boys and girls were grouped by level of the percentage of body fat by Bioelectrical Impedence as follows: boys, less than 20% 5%, 20%-less than 25% 34.7%, above 25% 33.8% ; girls. less than 25% 15.0%, 25%-less than 30% 43.0%, above 30% 42.0%. 3) In obese boys the Broca index score appeared to be positively related to body weight(r = .741, p<.001), the percent of body fat(r=.604, p<.001), lean body mass(r=.375, p<.001), body fluid(r=.445, p<.001l). On the other hand the percent of body fat was not a significant correlation of lean body mass (r= -.074), body fluid(r= -.073). 4) In obese girls, the Broca index score appeared to be positively related to body weight(r= .693, p<.001), the percent of body fat(r=.645, p<.001), lean body mass(r=.531, p<.001), body fluid(r=.532, p<.01), and the percent of body weight score appeared to be positively related to lean body mass(r=.206, p<.01), body fluid(r=.207, p<.01).

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.