• Korean Journal of Health Education and Promotion
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• v.29 no.3
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• pp.63-74
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• 2012

Objectives: We aim to investigate association between health behavior, interpersonal/organizational environment and job stress among government officials. Methods: Through health examination and a survey, this cross sectional study investigated 543 government officials working at Central Government Complex in Seoul, Korea. Health behaviors included alcohol drinking, smoking, moderate exercise and food frequency. Interpersonal environment was measured by health behavior practices of significant others and social support for health promotion. And the measures of organizational environment included facilities for exercise, health related norms and health supportive organizational systems. Job stress was assessed by short version of Korean Occupational Stress Scale(KOSS). Results: The level of job stress among female officials was higher than that of male officials. Multivariate logistic model suggested that higher job stress in male officials was significantly associated with lower position(OR=0.267, p<.01) less grain intake(OR=0.642, p<.05), lower level of social support(OR=0.810, p<.01) and abdominal obesity(OR=2.407, p<.05). On the contrary, female officials' stress level was negatively associated with healthy organizational environment(OR=0.725, p<.05). Conclusions: It is suggested that addressing job stress require tailoring intervention by gender characteristics and integration of interpersonal and organizational level approaches.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.113-125
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• 2005

Korea, China and Japan show distinct features in their school environmental education, which are derived from their own spreading processes. Japanese school environmental education has developed as a result of assimilating of anti-pollution education and nature education, and has a feature that makes much of nature experiences. The introduction of 'Period for Integrated Study' in 2002 seems to begin activating Japanese school environmental education. Chinese school environmental education started in higher education institutions around the middle of 1970's, and has a feature that makes a point of scientific approach, even in primary education schools. The two government ordinances,'National Action Program for Environmental General Knowledge ($1996{\sim}2010$)' and 'Educational Scheme of Environmental Theme Study for Elementary and Secondary School Students' issued in 2003, gradually promote school environmental education in China. It is remarkable that Science and Technology Centers for Youth and also increasing environmental NPOs often support environmental activities in elementary or secondary schools. The most notable feature of Korean school environmental education is that 'Environment' has already offered as a regular elective subject in junior high school, and official 'Environment' textbook has published since early 1990's. Though, the adoption rate of 'Environment' is not yet so high. Each country's peculiar issues are as follows. Japan: (1) Students often lack basic knowledge about environmental important problems. (2) 'Period for Integrated Study' is now threatened with cutting hours by the idea of increasing periods for basic subjects to keep high achievement. China: (1) There are large regional differences and school distinctions in operation of environmental education. (2) Adult environmental education needs to be expanded, because the most part of Chinese have no experience of school environmental education. Korea: (1) The relationship between the administrative division which plans school environmental education and teachers group is not quite well. The adoption rate of 'Environment' in junior high school needs to be improved. The training of many teachers for environmental education instructors may be the most important and effective cooperative action among Korea, China and Japan, and for that purpose we ought to work on making a better handbook for instructors, at first.

• Journal of Science Education
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• v.35 no.2
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• pp.250-261
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• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.243-255
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• 2011

The purpose of this study was to learn the lifestyles of college students based on the green building certification system. The importance for environmentally friendly housing patterns will be changed and predicted to provide the basis for future residential development. The subjects of this research were 706 college students living in Jeonbuk province. The results of this research were as follows. College students' lifestyles were measured by self-confidence, family orientation, leisure orientation, economic orientation, and a digital directivity by factor analysis. In eco-friendly residential ratings, as the results of analysis according to the land use, the transportation, the energy resources, the environment load, the ecosystems, the interior environment, and the soundproofing of the interior environment came out to be higher than other factors. While coming out to be higher in the lower group in a digital directivity, the life style of the college students mostly came to be higher in the average of importance for environment-friendly housing. This result means that the college students want environment-friendly housing while attaching importance to the convenience of daily life, especially a digital directivity of housing. Thus, when we plan residences in the future, we will have to reflect the environment-friendly housing on the basis of the results of this research, and improve the environment which is contributing to help form college students' characters well.

• Korean Journal of Human Ecology
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• v.16 no.3
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• pp.651-664
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• 2007

The purpose of this study was to research the college students' life styles, housing satisfaction and future-housing environment preferences according to demographic variables. So the eventual purpose is to offer basic data of future-housing development. This study has a subject of 512 college students living in Jeonbuk province. In this statistical analysis, SPSS 11.5 for Windows program. The results of this research were as follows; The college students' life style showed higher in the self-confidence-directed and the home-directed types. And the college students' housing satisfaction showed higher in housing equipments. The life style and housing satisfaction were significant difference according to major, their parents' academic career, fathers' occupation, average incomes, type of house. The college students' future-housing preference showed higher in housing equipments and environment. And the significant difference according to gender, school year, major, mothers' occupation, and type of house in the college students' future-housing environment preference. College students' life style, housing satisfaction, and future-housing environment preference have a significant correlation one another. Housing satisfaction variables had positive correlations with life style and future-housing environment preference. Partially, negative correlation was showed between life style and future-housing environment preference. As a conclusion, college students' life style and housing satisfaction constituted important characteristics which could affect future-housing environment preference directly. These results should be provide fundamental information for the new generation's future-housing development.

• Korean Parent-Child Health Journal
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• v.5 no.2
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• pp.129-144
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• 2002

This longitudinal quasi-experimental research was conducted to develop parent role education program and to evaluate the effect of this program for mother-infant interaction, childrearing environment and infant development. The subjects were the healthy infants weighing over 2,500gm at birth, whose gestational age was more than 37weeks, and their healthy mothers. The sample consisted of eighteen mother-infant dyads for intervention group and sixteen dyads for control group. Data were collected from March 15th in 1999 to Jun 20th in 2000. The intervention group received programmed education consisted of discharge education, telephone counselling, and home visiting care. But control group were collected data without programmed education. In this study, the Nursing Child Assessment Teaching Scale(NCATS) devised by Barnard was used to determine the mother-infant interaction, HOME was used to determine the childrearing environment, and Griffiths mental development scale was used to determine the infant development. The data were analyzed using SPSS Win using chi-square test, t-test, and repeated measure ANOVA. This study was focused on the results of twelve months time point. Summaries of the results were as follows: 1. There was no significant difference in mother-infant interaction(NCATS) between intervention group and control group. But both of two groups showed significantly higher in interaction score at twelve months than at six months in the subscales of social-emotional growth fostering, and responsiveness to caregiver. 2. There was no significant difference in childrearing environment(HOME) between two groups at twelve months. But when each subscale of HOME was examined, intervention group showed higher scores in the dimensions of maternal involvement with child(p=.001), and maternal emotional-verbal responsivity(p=.048). 3. There was no significant difference in GQ of the Griffiths mental development scale between two groups, although significant difference was found in performance subscale. 4. Infant development at twelve months showed significant correlation with mother-infant interaction and childrearing environment at six months, although mother-infant interaction and childrearing environment at twelve months did not show significant correlations with infant development at twelve months. 5. Developmental scores at six months showed significant correlations with variety in daily stimulation, and mother's emotional, verbal responsivity, whereas developmental scores at twelve months showed significant correlations with acceptance of child behavior at six months, and appropriate play material at twelve months. In conclusion, the maternal education program for primipara showed long term effect in some categories in organizing the childrearing environment, and fostering the infant development. We suggest further study and implications of parent role education program for high risk parents such as parents in low economic status or with premature babies.

• Korean Journal of Community Nutrition
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• v.20 no.6
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• pp.447-459
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• 2015

Objectives: This study aimed to assess the improvement of teachers' sanitation performance and food distribution environment at Centers for children's food service management after a sanitation education program. Methods: The subjects were 119 teachers working at child care centers registered in the Daejeon Center for Children's Foodservice Management in Dongu and Jung-gu, Daejeon. The sanitation education was provided three times from March to August in 2014, and the survey questionnaires were distributed before and after the education. The sanitation status of food service environment of the centers was examined by ATP(adenosine-5'-triphosphate) bioluminescence. Results: After the sanitation education, the teachers showed higher levels of sanitation knowledge. Also, sanitation performance and recognition level of the importance of it significantly improved after the education program. The mean variation scores of importance and performance after the education were 0.14 and 0.23. According to the Importance-Performance Analysis (IPA) results of 26 sanitation attributes about the food service environment, the selection attributes with relatively low performance and importance were mostly distributed in the children's and distributer's personal hygiene management area. However, all attributes except using a personal water bottle and cup were moved to high performance and importance level. Also, the ATP examination results showed that the sanitation status of the food service environment was improved after the education program. Conclusions: The sanitation education program was effective in improving the recognition of the importance of sanitation and its performance with regard to food service management.

• The Journal of Industrial Distribution & Business
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• v.11 no.5
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• pp.17-26
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• 2020

Purpose: Previous studies rarely investigated the effects of the metacognitive reading strategies on reading engagement, particularly in globalized higher education, while those studies examined reading problems and engagement with lower reading level. The purpose of this study is to investigate the effects of the metacognitive reading strategies including global reading, problem solving, and supporting reading on reading engagement that include argentic, behavior, emotional, and cognitive engagement in global learning environment. This study investigated research questions: how do global reading, problem solving, and supporting reading strategies affect argentic, behavior, emotional, and cognitive reading engagement? Research design, Data, and methodology: This study collected data via online survey in globalized learning environment. This study applied statistical analyses, such as factor and regression analyses and ANOVA. Results: The results of this study showed that metacognitive reading strategies had significant effects on student reading engagement while they were reading class materials in English for academic purposes. Conclusions: This study provides managerial implications in higher education by providing better strategies to enhance learning skills in global context. In particular, this study provides implications that the effects of problem solving and supporting strategies could be improved by adopting better management systems in globalized education.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.863-877
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• 2013

The purpose of this study is to analyze clarify the relationship of transformational leadership of higher-ranking officers and work satisfaction of lower-ranking officers for the government employees in education administration. The main conclusions were as the followings. First, looking into the analysis result on the transformational leadership of higher-ranking officers, there is a noticeable difference for each position, grade 6 shows noticeably low difference than grade 8 and grade 9 in overall position, and for each service agency, the government employees in board of education show noticeably higher difference than the government employees in elementary schools on entire serve agencies. Second, looking into the analysis result on the work satisfaction of lower-ranking officers, for each position, grade 6 and grade 7 government employees show noticeably low difference than grade 8 and grade 9 in personnel territory and education and training territory, and for each service agency, government employees in the board of education show noticeably higher difference than the government employees in elementary and middle schools on agencies. And third, looking into the analysis result on the relationship of work satisfaction of lower-ranking officers and the transformational leadership of higher-ranking officers, the statistically noticeable level of static correlation has been shown for vision setting and growth-striving territory from the lower domain of the transformational leadership of higher-ranking officers in personnel, compensation, working environment and so forth, efficiency territory of operation, cohesion territory of department and charisma leadership territory in personnel domain, cohesion territory of department in personnel domain, human respect territory in duty, personnel, and compensation domain.

• Journal of Multimedia Information System
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• v.4 no.3
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• pp.115-122
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• 2017

Over the years, there has been much research in blended learning. However, research regarding its use and evaluation is inconsistent, not following any specific evaluation method, and may not be applicable to local students. In this research, a case study was conducted to evaluate the environment based on three levels of Kirkpatrick's model. Methodological triangulation was the principle of data collection used in which multiple sources of evidence were triangulated to provide insights into this study. Instruments used include surveys, interviews, questionnaires and pre- and post-tests that are guided by Kirkpatrick's model. The results revealed that students were positive with the learning environment. Students enjoyed learning with multimedia and motivated to learn as well as engaged in the environment. The tests showed significant difference in their learning. Students also perceived that they have transferred their learning from face-to-face lecture into problem-based learning and learning outcome. This research contributes to the field by providing deeper insights into assessments in multimedia-based blended learning environment and empirical evidence on views, attitudes, learning and knowledge transfer of students in higher education.