• Bulletin of the Korean Chemical Society
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• v.29 no.12
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• pp.2368-2372
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• 2008

• Bulletin of the Korean Chemical Society
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• v.31 no.12
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• pp.3815-3817
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• 2010

• Journal of the Korean Dietetic Association
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• v.12 no.3
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• pp.299-306
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• 2006

The purpose of this study was to analyze effect of nutrition education after executing education nutrition with the nutrition education textbook, reconstructed 12 units, focused on older elementary school children and to evaluate interest and understanding of textbook. The subjects were 4th grade children. The results were as follows. The most interesting lesson contents was 'obesity(16.3%)', and the next were 'food poisoning' (13.3%), 'kimchi'(13.3%), and 'Korean table manners'(10.2%) in the 12 unit. Children who attended education nutrition answered 'interesting'(94.1%), 'understand easily'(97.1%) about the developed textbook. With regard to change in nutrition knowledge after education, the percentage of correct answers was increased in most of question except 'reason of snack' and 'weight-control'. And the total score of nutrition knowledge was risen(p<0.01), because the ratio of correct answer of 'importance of breakfast'(p<0.05) and 'nutrition labeling'(p<0.01) was improved especially. The ratio of desirable snack time 'between lunch and dinner' was higher after education(91.2%) than before(55.2%)(p<0.01). After education, the choice of 'Fruit and vegetable' of which desirable snack food was increased. Both the choice of 'bread' and 'fast food', a factor of oversupply calorie, was decreased. And after education, the percentage of sound snack place 'home' was improved. In regard of a meal environment, the percentage of 'every wash hand before eating' is 65.1% and there is scarcely change after education. Before education, children answered 'use it rightly'(82.4%) about 'how to eat with spoon and chopsticks', but it is lower after education. The ratio of 'leave food sometimes or always' is 47.1% before education, and the ratio of leftover food tend to decreased in school lunch. Relate to reason of leftover, the percentage of 'because of hate food' tend to decrease. This results suggests that the activity-centered nutrition education can help to change food behaviors and increase nutrition knowledge level of school children.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.4
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• pp.232-237
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• 2020

Given the recent pace of development and expansion of Artificial Intelligence (AI) technology, the influence and ripple effects of AI technology on the whole of our lives will be very large and spread rapidly. The National Artificial Intelligence R&D Strategy, published in 2019, emphasizes the importance of artificial intelligence education for K-12 students. It also mentions STEM education, AI convergence curriculum, and budget for supporting the development of teaching materials and tools. However, it is necessary to create a new type of curriculum at a time when artificial intelligence curriculum has never existed before. With many attempts and discussions going very fast in all countries on almost the same starting line. Also, there is no suitable professor for K-12 students, and it is difficult to make K-12 students understand the concept of AI. In particular, it is difficult to teach elementary school students through professional programming in AI education. It is also difficult to learn tools that can teach AI concepts. In this paper, we propose an educational model for elementary school students to improve their understanding of AI through play or experience. This an experiential education model that combineds exploratory learning and discovery learning using multi-intelligence and the PLAY teaching-learning model to undertand the importance of data training or data required for AI education. This educational model is designed to learn how a computer that knows only binary numbers through UA recognizes images. Through code.org, students were trained to learn AI robots and configured to understand data bias like play. In addition, by learning images directly on a computer through TeachableMachine, a tool capable of supervised learning, to understand the concept of dataset, learning process, and accuracy, and proposed the process of AI inference.

• Journal of Environmental Impact Assessment
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• v.12 no.4
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• pp.259-270
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• 2003

To investigate the water quality and the pollution state of lower Yeongsan river system, 38 water samples were taken from the main stream of the Yeongsan river, Gomakwon and Hampyeong streams of the system in dry and flood seasons, May and August, 2001. The Yeongsan river is typically natural in accordance with pH-& diagram. But the chemistry based on Piper's diagram indicates that the river is influenced by seawater. BOD increases as the sampling sites are approaching the downstream in Gomakwon and Hampyeong streams overwhelming WQS V grade of 12.40mg/l. T-N and T-P of the river are mainly loaded not in above branch streams but in the main stream of the river, which are caused by manure for farming, domestic animal discharges and life-sewage, in possible. Meanwhile, heavy metal contents are below WQS or not detect in whole water samples. So, it shows that the above river waters be polluted by not industrial but life/agricultural foul waters.

• Korean Journal of Community Nutrition
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• v.12 no.1
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• pp.80-89
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• 2007

This study was performed to investigate the effectiveness of nutritional education and exercise intervention on reduction and maintenance of weight. The subjects were 24 obese women whose body mass index(BMI) was over $25kg/m^2$. Nutritional education was performed once a week and swimming was done three times a week throughout this 12 week program. The subjects were recalled 1 month after the program was complete. Nutrient intakes were assessed by 24 hour recall method. Also food habits, dietary behaviors and nutritional knowledge were investigated by self-administered questionnaires before and after the weight control program and one month after completing the program. Height, weight, body composition and blood levels were measured before and after the weight control program and one month after completing the program. During the 12 weeks of the weight control program, body weight significantly decreased from an average of 69.7kg to 65.8kg and to 65.1kg after one month(p<0.05). Body fat and BMI also significantly decreased(p<0.01). Cholesterol and blood sugar levels decreased after 12 weeks and increased one month after completing the program. After taking nutritional education, the nutritional knowledge scores increased. Calcium intake significantly increased after completing the education and one month after completing the program(p<0.01). Iron intake significantly decreased from an average of 12.1g to 11.3g after completing the program and increased to 15.5g one month after completing the progrom(p<0.001). We concluded that our nutritional education and exercise program was effective for reducing and maintaining weight.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.12
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• pp.4945-4953
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• 2010

The purpose of this study was to analyze the differences in perception levels of goals and concepts of physical education by the body image and gender of middle school students. Among 461 middle students randomly selected by a multistaged cluster sampling technique, 433 students(boys 267, girls 166) filled out questionnaires consisted of Figure Rating Scale and modified ones. To know the differences in the perception levels of goal and concept of physical education by sex, t-test was utilized. In order to find out the differences in the perception levels of goal and concept of physical education by body image, ANOVA was performed using the SPSS Windows 12.0. The results of this study revealed that boys had higher level of goal and concept of physical education than girls. Second, middle school students classified into normal body image was higher level of goal and concept of physical education that other body images such as very thin, thin, very obese, and obese ones. The results of this study indicated that curriculum of physical education focused on fragmentation of health, psychomotor, cognitive, affective, leisure, holistic human should make girls understand thoroughly and deeply goals and concepts of physical education and ideal body image.

• 대학교육
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• s.127
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• pp.140-145
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• 2004

• 대학교육
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• s.127
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• pp.139-139
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• 2004

• 대학교육
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• s.139
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• pp.88-94
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• 2006