• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.157-171
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• 2008

The year of 2007 Reformed Curriculum encourages various activity materials in the textbook facilitate students oriented self-help learning. The purpose of this paper is to find out how much the activity materials in housing area of middle school Technology and Home Economics are practiced in the class and why they are used or not used. The data were collected from 253 middle school teachers who had ever taught the housing unit in any of 6 textbooks. The analyses indicated that the most frequent teaching methode was lecture based on the textbook and internet data focused on the figures and contents of the individual textbook. The average rate of practicing the activity materials was differ by textbooks and the characteristics of the materials such as type of materials, feature of non sentence materials, and type of activity. The main two reasons to practice the activity materials were it's adequacy to class goals and application to everyday life. Low interests of students and shortage of time were the two main reasons why not used the materials. Textbook writers should consider these reasons as well as the characteristics of activity materials practiced in the class by the teachers in order to meet the goals of the reformed as well as current curricula.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.63-83
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• 2008

The purpose of this study was to investigate food involvement, dietary behavior and relationship according to the levels of nutrition knowledge. Data in this research was obtained by using the questionnaire which was given out to 528 subjects(boys 182, girls 346) in Naju city area. The awareness of dietary behavior of middle school students put the first priority on breakfast from among 3 meals a day, and they selected 'taste' as the most important criterion. The majority and above of subjects responded that they had ever delivered food at least more than 1 or 2 times a week. This research found that middle school students are tends to regard themselves as being rather close to obesity or fatness. Subjects were also aware that they have some problems with a unbalanced eating habbit and irregular timing of having meals, and more than 40% of the subjects responded that they obtain the most of information about food & dietary behavior through television. Significant difference was found in the food involvement with related variables such as sex, grade, the academic background of mother, self-perception of weight, the way of weight control, perception of problems requiring improvement. Dietary behavior related with variables showed significant difference. Variables are grade, perception of meal importance, selecting standard of food, method of weight control, improvement of eating habits. Dietary behavior is found highly relative with food involvement. Dietary behavior is found highly relative with food involvement. In conclusion, suggestions that could bring motivation to improvement is more essential to the nutrition education rather than knowledge oriented education.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.137-152
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• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.137-149
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• 2019

This study described the status of snack intake and personality of middle school students, determined the differences in snack intake and personality according to gender and grade levels, and examined the effect of snack intake on personality. Data were collected from a self-reported survey from students of a middle school in Gwangju city and 717 questionnaires used for the analyses. The data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's α, t-test, ANOVA, Duncan test, and multiple regression analysis using SPSS/PC 18.0 program. The results obtained were as follows. First, as for the snack intake frequency, '1~2 times per a day' had the largest number of responses(42.3%), followed by 'sometimes'(37.6%), '2~3 times per a day'(12.6%), 'never'(7.5%). As for the reason of snack intake, 'habitually'(27.3%) had the largest number of responses, followed by 'insufficient amount of meal'(21.0%), 'skipping meals'(13.6%), and 'stress relief'(8.2%). Mean score of agreeableness was the highest(3.64) among the personality components followed by Openness/intellect(3.42), Extraversion(3.36), Conscientiousness(3.15), and Emotional Stability(3.09) on the 5-point scale. Second, there were statistically significant differences in Emotional Stability depending on the gender. There were statistically significant differences in Extraversion, Agreeableness, and Openness/intellect by the grade level. Third, fruit intake frequency had statistically significant influence on Extraversion(β=.134). Intake frequency of bread(β=-.099), fruit(β=.142), ice cream(β=.092), and rice cake(β=.090) had statistically significant influence on Agreeableness. Intake frequency of bread(β=.105), drink(β=-.113), fruit(β=.113), and flour-based food(β=-.126) had statistically significant influence on Emotional Stability. Intake frequency of fruit(β=.106) and milk(β=.110) had statistically significant influence on Openness/intellect. Intake frequency of fruit had statistically positive influence on all the personality components. Intake frequency of rice cake had statistically positive influence on two personality components. Intake frequency of drinks had statistically negative influence on Emotional Stability. The outcomes indicate that snack intake affects the personality of adolescents.

• Tuberculosis and Respiratory Diseases
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• v.54 no.5
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• pp.495-509
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• 2003

Background : Neutrophil-mediated inflammation is usually self-limiting, because neutrophils have a remarkably short life span. Prolonged neutrophil survival, which is caused by decreased spontaneous apoptosis, leads to persistent inflammation in sepsis. Because many inflammatory cytokines, which generate signals that delay apoptosis, are regulated by nuclear factor-${\kappa}B$ transcription factor, we hypothesized that nuclear factor-${\kappa}B$ might be related to the reduced neutrophil apoptosis observed in sepsis. Methods : Neutrophils of healthy volunteers and sepsis patients were freshly isolated from venous blood. Neutrophil apoptosis was assayed with two approaches : by counting apoptotic cells under a microscope and by flow cytometry using Annexin V. The activity of nuclear factor-${\kappa}B$ was assessed by immunofluorescent staining or electrophoretic mobility shift assay. Expression of X-linked inhibitor of apoptosis was measured by western blot assay. Results : We confirmed reduced spontaneous neutrophil apoptosis in patients with sepsis. The number of apoptotic neutrophils in patients with sepsis increased to the level of that in healthy controls after cycloheximide treatment, suggesting that decreased spontaneous neutrophil apoptosis is dependent on de novo protein synthesis. In patients with sepsis, basal neutrophil nuclear factor-${\kappa}B$ was activated compared to the level in healthy controls. Moreover, a blockade of nuclear factor-${\kappa}B$ activity reversed the decreased spontaneous neutrophil apoptosis in sepsis patients. Meanwhile, X-linked inhibition of apoptosis expression, which is regulated by nuclear factor-${\kappa}B$, decreased 24 hours after incubation in healthy persons, but persisted for 24 hours in patients with sepsis. Conclusion : These observations suggest that the reduced spontaneous neutrophil apoptosis observed in patients with sepsis may be related to the induction of survival protein by nuclear factor-${\kappa}B$.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.626-639
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• 2008

To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.10
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• pp.1535-1544
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• 2010

This study was conducted to evaluate the sanitation management practices in food manufacturing companies that supply food and food ingredients to school foodservice operations. Subjects consisted of 34 food manufacturing factories located in the Daegu and Gyeongbuk areas. Sanitation performance was self-evaluated using a Likert 5-point scale. The total mean score for factory sanitation performance was 4.72. Scores for perceived sanitation management performance in the factories were as follows: management of material (4.90); personal hygiene (4.78); management of work (4.71); management of workplace and vicinity (4.68); and food and raw material transportation (4.67). Participating companies that had HACCP certification programs scored high on the following sanitation inspection items: washing and sanitation guides, adequate equipment for correct hand washing, and sanitation of raw material delivery vans. The mean frequency for employee sanitation education was 2.8 times per month. Factory managers believed that their sanitation management programs kept their food safe and that the food was produced and delivered with a high degree of safety. However, they thought that food sanitation standardization was needed in order to supply high-quality and safe food items. In terms of traceability, 58.8% of the raw materials were traceable and 61.8% of the manufactured products were traceable. Sanitation management performance scores for the participating food manufacturing companies were high, although the soybean sprouts processing companies had comparatively low scores. Management reinforcement of employee sanitation education and a sense of duty and pride among factory employees will promote adequate and appropriate sanitation management performance for food safety and quality in factories that supply food and ingredients to school foodservice operations.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.5
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• pp.713-720
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• 2013

The purpose of this study was to evaluate the effectiveness of vegetable-related nutrition education for fourth grade elementary school students in Gyeongnam province. A comparative analysis of nutritional knowledge on vegetables, vegetable preferences, and vegetable intake in school foodservices were assessed between a control group and an experimental group. The control and experimental group contained 62 and 67 students, respectively, and the experimental group received nutritional education in four sessions (40 minutes each session) per week. A self-administered survey was conducted before and after this education, and 122 questionnaires (for 61 members of the experimental group and 61 members of control group) were analyzed. In the experimental group, there was a significant (p<0.001) increase in vegetable-related nutrition knowledge (form 5.02 to 6.10 out of a total score of 9), while there were no significant differences in the control group. Vegetable preference scores also significantly (p<0.001) increased (from 3.44 to 3.85 on the 5-point Likert scale) in experimental group, while there were no significant difference in control group. We also observed a significant (p<0.001) increase in vegetable intake from school foodservices (89.34% to 95.49%) in the experimental group, but there were no significant differences in the control group. In conclusion, a vegetable-related nutrition education for fourth grade elementary school students was effective at improving the nutritional knowledge of vegetables, vegetable preferences, and vegetable intake from school foodservices. Therefore, to encourage the vegetable-related right dietary habits, sustainable, and systematic nutrition education programs should be implemented for elementary students.

• Korean Journal of Environmental Agriculture
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• v.9 no.2
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• pp.133-141
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• 1990

For the purpose of evaluating nutrient loadings into rivers and lakes from agricultural land, especially from paddy fields and also nutrient degradation in drainage channels, the Total Kjeldahl Nitrogen(TKN) and the Total Phosphorus(TP) were investigated in 29.5 ha. paddy fields in Hwa-Sung, Kyong-Ki, Korea, during the period from May 8, 1989 to Sep. 27, 1989. The results of the study can be su㎜arized as follows : 1. Annual inputs into paddy fields were 180 N-kg/ha 46 P-kg/ha. by fertilization, and 15.0 TKN-kg/ha. 10.0 TP-kg/ha. by irrigation, 8.0 TKN-kg/ha. 0.34 TP-kg/ha. by rainfall respectively. The amount of nutrient involved in surface runoff from paddies was 39.0 TKN-kg/ha. 9.2 TP-kg/ha. and in seepage 7.5 TKN-kg/ha. 2.1 TP-kg/ha. respectively 2. In WS1 stream(reach length equals 950m), nutrients decreased 0.31 TKN-mg/L/km, 0.01 TP-mg/L/km and in WS2 stream (reach length equals 750m) which are more meandering and undulating than WS1, the nutrients decreased 0.84 TKN-mg/L/km, 0.11 TP-mg/L/km. From these results, it was concluded that low stream velocity due to meandering and undulation promotes more degradation of nutrient concentrations. 3. For the purpose of decreasing nutrient loads from paddy fields, the amount of fertilizer used needs to be controlled, irrigation weirs need to be constructed in the drainage channels to delay the transportation of nutrients by decelerating the stream velocity and plants such as plantain-lily need to be cultivated in the channel to consume nutrients and therefore enlarge chances of self-purification.

• 대한공업교육학회지
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• v.39 no.1
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• pp.189-208
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• 2014

The purpose of this research was to investigate the critical issues and practical strategies that Korean technology teachers perceived. To accomplish the purpose of this study, a qualitative study was conducted to identify critical issues and practical strategies of Korean technology education targeted on Korean technology teachers. A purposeful sampling for choosing technology teachers was used for this study with three selection conditions: 1) 'Excellent Korean technology teacher' award winning teachers, or 2) technology teachers actively involved in both on-line and off-line teachers' association, and 3) leaders in local technology teachers' association. This study conducted exploratory in-depth interviews with selective 15 technology teachers regarding critical issues and practical strategies of Korean technology teachers. The interpretation of the interview content was conducted by two researchers using the thematic analysis which analyzed the frequency of concepts, words, and meanings held from collected data. In the conclusion, critical issues researchers identified were 1) curriculum problems, 2) education environment and facilities problems, 3) teachers' problems, 4) students' problems, 5) related research institution and college problems, 6) social problems. Secondly, Korean technology teachers agreed with following practical strategies 1) separating technology education from home economic education, 2) sharing practices on managing and improving educational environment and laboratory for technology education, 3) actively involving in technology teachers' group, 4) motivating students using hands-on activity 5) improving the quality and the quantity on technology teachers preparatory institution, 6) advertising the values of technology education to the public. Lastly, the positive factors to succeed technology education were 1) technology education satisfying social needs and 2) technology teachers' will or passion toward improving their technology classrooms. The negative factors to hinder technology education were 1) low self-respect of Korean technology teachers and 2) rejection or retarded acceptance toward social transition. Several recommendations based the conclusion were suggested as 1) implementing supplementary study toward selected critical issues and 2) conducting exemplary case studies regarding concrete practical strategies for improving challenges of Korean technology education.