• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.15-28
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• 2000

The purpose of this study were to identify consumer educational needs of elementary school teachers and to analyze the factors affecting it. The data for the analysis were collected by structured questionaires and consisted of 253 elementary school teachers living in Taegu city. The descriptive statistics, t-test and one way ANOVA with Scheffee test were used to analyse the data. The following is summary of major findings. 1. Teachers though that the topics related to environment protection and consumption value were the most important in the consumer education of elementary school among the five topics. These topics were also very emphasized in the current elementary school curriculum. The topics related to consumer citizenship and buying were ranked as the highest scores of the educational needs of teachers. Therefore these topics should be emphasized in the future consumer education curriculum of elementary school. 2. The age, sex and period of educational career of teacher. teacher’s perception of student’s and teacher’s interests about consumer education and teacher’s wants of on-the job traing were found to be the factors affecting consumer educational needs of elementary teachers.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.2
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• pp.238-250
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• 2019

Purpose: The purpose of this study was to investigate the relationship between sexual knowledge, attitude, and satisfaction of sex education in university freshman. Methods: The participants were 275 freshman students under the age of 20 years old. Data were collected in 2017 using a self-report questionnaire. Results: The average scores of participants' sexual knowledge, attitude, and satisfaction of sex education were $24.22{\pm}4.94$ out of 38 points, $90.81{\pm}15.86$ out of 168 points, and $11.05{\pm}3.08$ out of 20 points, respectively. With respect to the demographic characteristics, there were statically significant differences in sexual knowledge according to chances of relationship engagement (F=6.19, p=.002) and residence type (F=3.67, p=.013). Both sexual attitudes and satisfaction of sex education showed significant differences by major (t=3.20, p=.002; t=2.65, p=.009), types of high school (F=3.39, p=.019; F=3.53, p=.015), and interest in previous sex education during teenage years (F=2.88, p=.015; F= 6.22, p<.001). Sexual knowledge showed a statistically significant correlation with attitudes (r=.153, p=.011). Conclusion: There is insufficient sex information available for college students. It is necessary in the future to develop sex education programs that are matched to college students' needs.

• Journal of the Korean Society of School Health
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• v.8 no.2
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• pp.233-243
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• 1995

A survey has conducted on two hundred high school students of the first and second grade by way of questionnaine in Seoul. The purpose of this study on the information from the survey is to cstimate the level of awareness and probe how they feel and what they wish on sex. X2 inspection is designed to assess general aspects of responded contents by way of percentage and examine degree of satisfaction on previously experienced sex education and demand for sex education. The result is as follows. 1. As a result of the examination of degree of awareness on sex of respondents, 62% delines sex as human relationship including moral values for harmony between men and women. 64% of the men and 70% of the women say that sex is a natural thing. It comes to the conclusion that most of the respondent sgenerally consider sex positive. On chastity, 68.5% of the respondent answer that it means physical chastity, 12.5% that chastity before marriage should be kept, and 43% that it should be kept as far as possible. Most of them pespond that it should be kept. 2. As a result of the examination on the contents of sex, they answer they know well in the order of masturbation(72%), pregnancy(76%), and sex(63%). Contraception, abortion and ejection are contents they poorly informed of. 3. As a result of the examination on experienede of sex education, 83% of men and 100% of women have experienced sex, education, but their degreeof satisfaction to it is very low. And 49% of the whole is dissatisfactory to it. There is some difference between male and female students.(p=0.000) That result translates that female studeuts are educated on sex tjhrough more systematic subjects than male ones. In addition, it turns out that teenagers get most information on sex through friends, seniors, and mass media such as videos, TV and radios. Correct and systematic sex education is need because wrong information on sex culd be taught and bring them to misbehave. 4. 87.5% of the respondents answer that sex education is necessary, so that degree of necessity for sex education, turns out to be very high. Also the main subject that should perform sex education is in the order of school(50%), Society(24.5), home(18.5%). They respond that most appropriated period for the beginning of sex education is about elementary school age(43%), and 34% believes it to be put ahcad of elementary school age. Anurse teacher accounts for 54% for the main subject that addresses sex education, to male students visit teachers are most favored for 50%. As a result of those, it could be concluded that most high school students want sex education from responsible persons who have systematic and professional knowledge on sex. 5. In order to perform proper sex education by the above results, better educational effects are obtained when characteristics and natures of teenagers are known and most wanted knowledge by them is taught in priority in times of planning sex education. Besides, the contents of sex education suitable for each school should be planned before elementary school age and sex education should be performed in accordance with students' demand. In addition, sex education should be attentively performed by home, all organizations of society as well as school. Therefore, sex education will play a great role in making teenagers reestablish their conception on sex when the traditional and moral value systems of our country and the new value systems which are being formed under the influence of the western culture are in harmony.

• Journal of the Korean Society of School Health
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• v.9 no.1
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• pp.99-108
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• 1996

The purpose of the survey was to identify the degree and the relationship of sexual knowledge, sexual attitude and need of sex education. This information will provide useful data for a more systematic. desirable, and practical sex education. The data was collected from 300 first grade schoolchildren (150 boys and 150 girls) of two Junior high school in K city. The data was gathered by questionnaire from Nov.21 to 28, 1995. The questionnaire was modified by authors using the questionnaire developed by Lief & Reed. Data was analyzed by using the statistical computer package, SAS to manipulate the data along with percentages, means, standard deviation, t-test, $X^2$-test, GLM, and Pearson correlation coeffiency. The results in this study were summarized as follows: 1. Sexual knowledge. - The mean score of sexual knowledges showed no significant differences between boys and girls(p<0.6180), but in the areas of biological differences(boys; $11.57{\pm}2.43$, girls; $10.93{\pm}2.41$, p<0.0242), and pregnancy physiology(boys; $9.28{\pm}1.87$, girls; $10.04{\pm}2.42$, p<0.0026) showed significant difference between boys and girls. 2. Sexual attitudes. - The mean score of sexual attitudes showed no significant difference between boys and girls (p<0.8286), but in the areas of masturbation (boys : $6.69{\pm}2.22$, girls : $5.65{\pm}1.88$, p<0.0001), and premarital intercourse (boys : $5,42{\pm}1.35$, girls : $6.00{\pm}1.33$, p<0.0002) showed significant difference between boys and girls 3. Need of sex education. - The majority of the subjects wanted to learn about sexual delinquency and it's prevention(57.7%), form a friendship with the other sex(56.3%), physical differences of the other sex(52.0%), psychological differences and the charateriatics of the other sex (50.3%) and meaning of love(50.3%). 4. The relationships between sexual knowledges and sexual attitudes. - Those who had higher sexual knowledges showed more positive attitudes towards sex, and showed statistical significance(r=0.2074, p<0.0003). 5. The relationships between general charateristics and sexual knowledge. - Better students(by self-perception of school performance) had higher knowledge scores about sex. 6. The relationships between general charateristics and sexual attitudes. - Those who wanted to learn more about sex, and better students had higher attitude scores about sex. - Those who were in high standard of living had higher attitude scores about sex as well. Suggestions based on above study are as follows' 1. The planned sex education showed be performed to the schoolchildren establish responsible attitudes about sex. 2. Systematic sex education through formal school education according to age is recommended. 3. Further studies should be done to measure the effect of sex education based on the needs of the schoolchildren.

• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.75-87
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• 2005

The purpose of this study was to describe elementary school students' health communication needs based on school-based health fairs by students' demographic characteristics and school health education experiences. A self-administered survey was conducted to a total of 851 fifth-grade students in 8 elementary schools in Seoul. For survey participant sampling, Seoul area was divided into four districts: north, south, east, and west, and two elementary schools were selected from each district by the stratified convenient sampling process. Three class 5th-grade students in each selected school finished the survey. Questionnaires and survey instruction letters were delivered to vice-principals in the designated schools and the vice-principals managed the survey process. The survey Questionnaire included demographic characteristics (sex, parent's marital status, parents' educational status, famil financial status, the person whom was with after school, and daily computer hour), health education experiences (health education at school, and school health education satisfaction), and health communication types. The health communication types were reorganized into eight types based on comprehensive literature review on health fairs (or child and adolescence. The health communication types were 'health exam and advice fair,''health promotion advertising and campaign,' 'health-related exhibition and experience fair,' 'profession visit-in-school education,' 'health-related VCR or movie festival,' 'health-related institute visits,' 'internet health counseling,' and 'telephone health counseling.' Regarding demographic characteristics, sex, family financial status, and academic performance were significant factors related to health communication need scores (p <.05). Girl, high level of family financial status, and excellent academic performance score were related to high score of health communication need. In terms of school health education experience, taking regular class for health education and satisfaction with school health education were linked to higher health communication need scores. This result discusses that experience and satisfaction with school health education largely contribute to building participants' health communication concepts and needs.

• The Journal of Korean Society for School & Community Health Education
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• v.5
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• pp.85-105
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• 2004

The purpose of this study is to provide basic data for practical and concrete program development, which can give students satisfaction in sex education. To achieve this purpose, an actual status of sex education for high school student and their sexual experience were investigated. And then tried to find out if there is difference of satisfaction in sex education and contents that they want to learn based on having sexual experience or not. For this study, a questionnaire of sexual awareness was conducted on 562 students among first graders and second graders of high school located in Kongju city, from on October 4th, 2004 to on October 15th. But only 550 answer sheets among 562 were analyzed, for 12 answer sheets were not proper enough to apply to this study. The collected data was computerized using SPSS WIN in frequency and percentage for actual condition of sex education and sexual experience and for satisfaction at the result of sex education based on having sexual experience or not. And then the $x^2$-test was verify the difference. The requirement for sex education, based on having sexual experience or not, was analyzed using t-test by computerizing the average and standard deviation. The conclusion of this study are as followings; 1. 93.8% students have ever been taught for sex education by teachers, but nursing teacher among them was the higher percentage than any other teachers. They took courses for sex education in discretion class, and the teaching method was a kind of lecture. 2. After taking sex education, 37.6% students said that it was boring, for they had already known the contents of the courses, and 43.8% students said that they acquired sex knowledge through the Internet and mass media. 3. It was highest percentage that 36.9% students had no agony about sex. The most serious worry was a sexual impulse and the sexual psychology of the opposite sex. To solve these worries, 61.6% students said that they consulted with their friends. 4. It showed that 89.9% male students and 71.6% female students had experiences various lascivious materials, 81.4% male students, 7.2 female students experienced masturbation, 52.7% female student and 44.8% male students experienced kissing or hugging, and 13.7% male students and 9.9% female students experienced sexual intercourse. 5. The satisfaction for sex education based on having sexual experience or not was different. In short, it showed that the students who experienced sexual experiences such as accessing to lascivious materials, kissing, hugging, and sexual intercourse except masturbation thought that sex education was important than the students who didn't experience sexual experiences. On the other hand, the students who didn't experience sexual experiences were more satisfied with the contents and level of sex education than the students who experienced sexual experiences. 6. The requirement for sex education based on having sexual experience or not was also different. The students who experienced sexual experiences wanted to learn an acquaintance with the other sex than the others. On the other hand, the students who didn't experience sexual experience wanted to learn friendship and love. The students who experienced sexual experience except masturbation was more desirable for taking sex education than the other students. In conclusion, it is fully required that sex education should be regular subject in school and teachers who are charge of sex education should be experts in this field, for only expert can teach systematic and adequate sex knowledge to students. In addition, it is also essential to understand contents of sex education which can be satisfactory for students' requirement. So we should develop concrete and practical programs for sex education.

• Journal of Korean Academy of Nursing
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• v.8 no.1
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• pp.163-180
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• 1978

Much of a person's energy is spent in the effort of becoming a productive member of to-day's complex society. This activity may cause tension, and chronic unrelieved tension is an influential factor in blood pressure elevation. The problem of this study was to identify manifest needs and self-actualization of patients with essential hypertension, and to analyse and compare their manifest needs and selt-actualization with the selected general characteristics of We, sex, religion, occupation and level of education with a control group of patients with normal blood pressure readings. The purpose was to contribute to the planning of nursing interventions toward reducing the impact of complex psycho-somatic factors on the anxiety of patients with essential hypertension. The instruments used included selected items from the Edwards (1959) Personal Preference Schedule (EPPS) as adapted by Hwang (1965) and from the Personal Orientation Inventory (POI) (Shostrom 1964, 1974) adapted by Kim and Lee (1977) to measure manifest needs and self-actualization. The convenience sample was chosen from 149 persons who presented themselves for general physical examinations at Ewha University Medical Centre and 41 patients diagnosed with essential hypertension at three general hospitals in Seoul during June 1 and August 31, 1977. Forty-nine persons from the Ewha group with blood-pressure readings exceeding 150/90 were added to the experimental group. Data were analysed by the S.P.S.S. computer programme using t-test and tests for statistical significance. Statistically significant findings were as follows: A. Blood Pressure and Manifest Needs. 1. with the exception of Autonomy, patients with hypertension had significantly high scores on all variables Abasement, Achievement, Affiliation, Aggression, Dominance, Emotionality, Exhibitionism and Sex. 2. When mean scores of normal persons were compared by age groups, normal persons had higher scores in the following order on Abasement (50's, 40's, 20's, 30's), Achievement (50's, 30's, 40's, 20's), Affiliation (50's, 40's, 30's, 20's), Dominance (50's, 40's, 40's, 20's) and Exhibitionism (30's, 50's, 40's, 20's). In each case, there was a significant difference between the first and last age group scores. 3. When the mean scores of normal persons were compared by sex, normal men had higher scores than women on Achievement, Affiliation, Aggression, Dominance, Exhibitionism and Sex. Male patients had higher scores than female patients on Achievement, Dominance, Exhibitionism and Sex, but female patients scored higher in Emotionality. 4. Normal persons had higher scores related to religion in the following order on Achievement (Buddhism, no religion, Christianity). Hyper tensive patients had higher scores on. Exhibitionism (no religion, Christianity, Buddhism). 5. Normal persons had higher scores related to occupation in the following order on Achievement and Exhibitionism (unemployed, office workers, teachless, businessmen), Emotionality (office workers, unemployed, businessmen, teacher) and Sex (office workers, unemployed, teachers, businessmen). Hypertensive patients had higher scores on Achievement and Aggression (teachers, businessmen, office worker, unemployed), Dominance and Exhibitionism (businessmen, teacher, of ace workers, unemployed) and Sex (teachers, office worker, businessmen, unemployed). 6. Normal persons had higher scores related to level of edification in the following order on Abasement, Emotionality and Autonomy (secondary school graduation, university). Hypertensive patients had higher scores on Abasement (no education, primary, university, secondary), Achievement (no education, secondary, university, primary) , Dominance (university, no education, secondary, primary), Exhibitionism (university, secondary, no education, primary), and Sex (university, secondary, primary, no education). B. Blood Pressure and Self_Actualization 1, Patients with hypertension had significantly lower scores on all variables. 2. Normal persons had higher scores related to age groups in the following order on Existentiality (20's, 30's, 40's, 50's). Hypertensive patients showed no significantly different scores. 3. Normal women had higher scores than men on Time Competence. Normal men had higher scores on Feeling Reactivity. Male patients had higher scores than women on Self-Actualizing Value and Self-Regard. 4. Normal persons ha 1 higher scores related to religion on spontaneity (Buddhism, no religion, Christianity). Hypertensive patients had higher scores on Time Competence and Nature of Man (Buddhism, Christianity, no religion). 5. Normal persons had higher scores related to occupation in the following order on Existentiality (teachers, office workers, businessmen, unemployed) and Self-Regard (unemployed, office workers, teachers, businessmen). Hypertensive patients showed no significantly different scores. 6. Normal persons had higher scores related to level of education in the following order on Existentiality and Self-Acceptance (university, secondary). Hypertensive patients had higher scores on inner-Director (university, secondary, no education, primary) and Existentiality (university, secondary, primary, no education). Recommendations for nursing interventions with hypertensive patients with emotional problems or low self-actualization were made. 1. The nurse should encourage the patient through her interactions with other members of the medical team to accept counselling and health education. 2. Through her therapeutic interpersonal relationships with the patient, the nurse should help him discover the causes of his emotional tension. 3. Through her health teaching with the family, the nurse should encourage them to participate with the medical team in the patient's therapeutic plan and in providing him with the minimum possible emotional support. 4. Through frequent counselling with the obsessive-thinking and inflexible patient, the nurse should reevaluate the patient's behaviour and her interventions. 5. Seriously ill patients should be given needed reeducation by members of the professional medical team.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.1-12
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• 1994

The purpose of the study were to: (1) determine important home management concepts in the secondary home economics education curriculum,(2) identify the educational needs related to home management perceived by secondary school students, and the factors affecting it, (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 1,029 secondary school students, lived in seoul, local cities, and rural area. The data were analyzed by using descriptive statistics, T-test one ay ANOVA with scheffe test, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Stress man-agement, leisure time activities, resource use, making money for adolescents, work simplication methods were the concepts which showed the highest level of educational needs perceived by the students. The educational needs were affected by sex, school level, residence area of the respondents, and other factors related to the perception about home economics such as preference, GPA, etc.

• Korean Journal of Health Education and Promotion
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• v.16 no.2
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• pp.41-54
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• 1999

Health behaviors determine people's health status and the Quality of their life. Health education is the most effective method to change people's health behaviors in modem life. Therefore health education for adolescents is essencial to form desirable health behaviors and improve the Quality of their life. This study was administered to analyze important needs for the health education among Chinese, Korean -Chinese adolescents in Gilin, China and Korean adolescents in Seoul. Korea. The data were collected from 387 chinese and 74 Korean-Chinese boys and girls of 3 high schools in Gilin, China and 359 boys and girls of 3 high schools in Seoul, Korea. The results were as follow: 1. Forty percent of Korean students were sick during the past 4 weeks, but only 10.8％ of Korean-Chinese students and 9％ of Chinese students were sick. More than 70％ of Chinese and Korean-Chinese students had health concern, but only 26.6％ of Korean students were interested in health. 2. Korean-Chinese and Chinese students had higher health education needs than the Korean. They were not interested in sex education. On the other hand, Korean students were interested in mental health and not interested in consumer health education. 3. Korean-Chinese students had more health education needs than Chinese or Korean adolescents and the difference was statistically significant (p〈0.05). 4. In Korean-Chinese students, family income and academic grades were significantly related to their health education needs (p〈0.05). Among Chinese students, recent illness was related to their health education needs. In Korean students, the better health status and the more family income. the higher health education needs.

• Journal of the Korea Society of Computer and Information
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• v.23 no.8
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• pp.143-149
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• 2018

Recently, President Donald Trump signed FOSTA (Fight Online Sex Trafficking Act) in April 11, 2018, which makes online service no more immune from civil liability for the action of third party facilitating sex trafficking content. Although it is also important to enhance security regulations and cognition on law, but it will be economically more effective to put more energy on preventing recidivism. For John School in Korea, it should increase implementation rate by putting core manpower and budget for preventing needs of sex purchase and then, check operation method and efficacy to improve the actual program. One way is first, empirical analysis and data is required on efficacy of John School program. Second, should have clear definition in Special Sex Trade Law. Third, more strick regulation for selecting participant is required. Fourth, more manpower and budget is required. Fifth, charging the participant for educational fee shall be reviewed. Sixth, educational program should be reviewed. The most important point of education is to make those criminals feel guilty about financially purchasing the sex, basically making them to recognize that it is ethically wrong. However, the current education system contains no clear explanation about the ethical issue of such problem but focusing more on other factors such as sexual disease and structural problem of sexual business. Therefore, this failed to deliver the right psychological training to those criminals without any ethical control. Knowing why women feel hurt when having unwanted sexual relationship by being paid is required part in terms of education for preventing sex trafficking.