• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.17-34
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• 2005

The purpose of this study was to examine the sex-consciousness and sexual values of school children by geographic region. It's specifically attempted to make a comparative analysis of sex-consciousness and sexual values between urban and rural elementary schoolers to help provide efficient sex education for them to build the right sexual values. The subjects in this study were 400 elementary schoolers in their sixth year of elementary schools located in Danyang-gun and Chungju city, north Chungcheong province. After a survey was conducted, answer sheets from 387 students that were analyzable were analyzed. For data handling, SPSS program was employed, and t-test was utilized to see if there's any differences between the urban and rural elementary school youngsters in sex consciousness and sexual values. And $x^2$ test was used to make a comparative analysis of their view of sex education. The findings of the study were as follows : First, regarding sex-consciousness, they had general knowledge on sex. Especially, they were highly aware of sexual violence and the generation of baby, but many of them didn't know about where and how egg cells were produced. This indicated that systematic education should be offered in various ways. Concerning geographic gap, there was a significant difference in sexual knowledge between the urban and rural students. As to sexual attitude, they took a relatively positive attitude toward display of affection or sex-related talk on TV or in movies, as they viewed it as natural. This finding implied that the elementary schoolers were recipient toward sex and took an active attitude toward sexual expressions. Concerning geographic gap, there was no difference between the rural and urban students. As for sexual practices, the largest group of the students had a liking for the opposite sex, which showed that their needs for sex were unveiled in the course of having some trouble due to the other sex rather than through firsthand experiences or activities. As to geographic gap, there was a significant difference between the urban and rural students in that regard. Besides, the urban students put their sex-consciousness in practice more often than the rural students did. After they are educated to build the right sexual values, systematic sex-education programs should also be offered for them to be exposed to sustained sex education and to team how to apply their sex-consciousness to real life. Second, as for sexual values, the school children had relatively positive and equalitarian sexual values. Regarding geographic gap, there were significant gaps between the two groups' view of the opposite sex, sexual roles and chastity. Concerning view of the opposite sex, they attached more importance to the inner aspects of the opposite sex than his or her look, and they wanted to date in a natural manner. Regarding sexual roles, they were relatively well cognizant of gender equity and the importance of male and female roles. As to view of chastity, they looked upon sex as natural, not as what's ugly or ashamed of. Third, concerning their outlook on sex education, approximately more than half the students felt the needs for sex education, and there was a significant difference between the urban and rural students. They wanted to receive education about the prevention of sexual violence and physical changes during puberty the most, and there was a significant gap between the urban and rural students in this aspect. As to the time for sex education, they thought that students should start to be exposed to sex education in their fifth or sixth year. This finding signified that fifth or sixth graders who were in the beginning of puberty started to have a lot of interest in their own physical changes. Therefore, sex education would produce better effects when it's provided to fifth or sixth graders. Nearly half them preferred single-gender class when they received sex education, and there's no gap between the urban and rural students in that regard.

• 한국노년학
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• v.31 no.2
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• pp.355-369
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• 2011

The purpose of this study was to find the effects of long-term combined exercise on regional bone mineral density(BMD) and cardiovascular disease(CVD) risk factors in the elderly with osteoporosis(OP). For the purpose, the subjects of this study were separated by two groups with thirty-one elderly women, who the first group was combined exercise group(CEG, n=16) and second group was non exercise group(CON, n=15). The combined exercise program was made up of warm-up (10min), work-out (aerobic; 30~45min/HRR 40~60%, resistance; 1RM * 50-70%, 8-10 * 2set ~ 10-15 * 1set), and cool-down (10min). Exercise group of the inspection have been trained 5 times a week for 1years. The results : At first, the variables of regional BMD were significantly different to pelvis, spine, trunk and T-score in two groups. At second, the variables of CVD risk factors were significantly different to SBP and DBP as well as TC, TG, LDL-C and HDL-C in two groups. As results of these conclusion, this study have positively effect shown that CEG was superior to CON in regional BMD(pelvis, spine, trunk and T-score), blood pressure(SBP, DBP) and plasma lipids(TC, TG, and LDL-C). Especially, the long-term combined exercise was provides a striking overall health quality of life with improving BMD and reduced CVD risk factors in the elderly with OP. In the future, other researches should deal with specific measures that reduction in mortality due to chronic disease and improvement quality of life for the development of programs in multiple researches of osteoporosis and chronic diseases.

• Journal of the Korean Society of School Health
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• v.13 no.2
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• pp.295-317
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• 2000

This study was conducted to prevent oral disease of primary school, middle school, and high school students, providing basic data for the development of oral health education programs. Data were collected from 898 primary school, middle school, and high school students from March 2, 1999 to May 31, 1999. The results of this study are summarized as follows; 1) The subjects of this study were primary school students(32.6%), middle school students(33.0%), and high school students(34.4%). Boy students were slightly more prevalent than girl students. That is, primary school boys were 56.3%, middle school boys were 53.2%, and high school boys were 52.6%. 2) According to the self-judgement of oral health, primary school students were better than middle/high school students and boy students were better than girl students, 63.5% of primary school students and 57.8% of middle/high school students brushed their teeth once or twice a day. 3) 76.3% of middle/high school students and 63.5% of primary school students experienced dental caries. Girl students were higher than boy students in experiencing dental caries, 35.9% of primary school students and 27.6% of middle/high school students experienced periodontal disease. 4) 22.9% of primary school students and 7.9% of middle/high school students received oral examinations periodically. Girl students showed a higher rate than boy students in primary school, while boy students showed a higher rate than girl students in middle/high school. 5) Explaining to the reasons for reluctant visits to dental hospitals and clinics, 'no time to go' was highest(22.9% of primary school students; 27.4% of middle/high school students) and the rate of 'feeling scared' was second highest. Middle/high school students were more reluctant to visit dental hospitals and clinics than primary school students. In case of problematic symptoms in the mouth, the rate of 'feeling painful or cold in teeth when eating cold or hot foods' was highest, 71.3% of primary school students was concerned about oral health, while 68.6% of middle/high school students was concerned about it. 6) In gathering to the sources of information on oral health, the rate of medical institutions was highest(30.0%) in primary school students, while the rate of family members or persons around them was highest in middle/high school students. 7) 54.9% of primary school students received oral health education, while 13.1% of middle/high school students received it. Only 4.7% of middle school and high school girls received it. In relation to dental health education, the rate of 'possibility of prevention of oral caries or disease of the gum' was highest. 79.5% of primary school students and 80.3% of middle school students answered that they would attend oral health education. 8) 60.4% of primary school students and 60.2% of middle/high school students think the purpose of oral health is to prevent dental caries and disease of the gums. In preventing dental caries, 78.8% of primary school students and 71.8% of middle school students thought that periodical oral examination was effective, 88.4% of primary school students and 88.8% of middle/high school thought that brushing one's teeth was effective and 64.1% of primary school students and 50.7% of middle school students thought that the use of toothpaste containing fluoride was effective. In preventing periodontal disease, 91.1% of primary school students and 90.2% of middle/high school students thought that brushing one's teeth was effective, while 72.4% of primary school students and 70.3% of middle/high school students thought that teeth cleaning was effective. 9) 16.0% of middle school students and 12.7% of high school students thought that their oral health condition was healthy. According to individual experiences in dental treatment, the rate of experience of middle school students was higher than that of high school students, 12.7% of middle school students received oral examinations periodically, while only 3.3% of high school students did so. 10) In cases of 'having no problematic symptoms in the mouth' and 'concerns about oral health', the rate of middle school students was higher than that of high school students. In gathering obtaining information on oral health, the rate of obtaining it through broadcast media including TV, Radio, etc. was highest in middle school students, while the rate of obtaining it through family members or persons around them was highest in high school students. 11) 81.7% of middle school students have not received oral health education. In case of girl students, 97.3% have not received it in high school students. 85.6% of middle school students and 151.2% of high school students think that oral health education is necessary. 12) According to the knowledge level of oral health, the point of high school students($26.33{\pm}2.33$) was similar to the point of high school students($26.23{\pm}2.30$). It appeared that the point of primary school students was highest($26.35{\pm}2.50$) The more concerned about oral health the students were the higher the knowledge level of oral health was. In conclusion, the middle/high school students' knowledge level of oral health was lower than primary school students. The rate of middle/high School students' experience in oral health education was too low. Therefore, it is necessary to intensify oral health education for middle/high school students. Especially, the necessity of oral health education to girl students is strongly recommended. Developing an oral health education program for primary school, middle school, and high school students, related public authority and organizations, teachers; and dentists must actively make efforts together in order to maintain healthy teeth through having students prevent dental caries and periodontal disease.

• Journal of Intelligence and Information Systems
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• v.19 no.2
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• pp.177-189
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• 2013

In Smart Education, the roles of digital textbook is very important as face-to-face media to learners. The standardization of digital textbook will promote the industrialization of digital textbook for contents providers and distributers as well as learner and instructors. In this study, the following three objectives-oriented digital textbooks are looking for ways to standardize. (1) digital textbooks should undertake the role of the media for blended learning which supports on-off classes, should be operating on common EPUB viewer without special dedicated viewer, should utilize the existing framework of the e-learning learning contents and learning management. The reason to consider the EPUB as the standard for digital textbooks is that digital textbooks don't need to specify antoher standard for the form of books, and can take advantage od industrial base with EPUB standards-rich content and distribution structure (2) digital textbooks should provide a low-cost open market service that are currently available as the standard open software (3) To provide appropriate learning feedback information to students, digital textbooks should provide a foundation which accumulates and manages all the learning activity information according to standard infrastructure for educational Big Data processing. In this study, the digital textbook in a smart education environment was referred to open digital textbook. The components of open digital textbooks service framework are (1) digital textbook terminals such as smart pad, smart TVs, smart phones, PC, etc., (2) digital textbooks platform to show and perform digital contents on digital textbook terminals, (3) learning contents repository, which exist on the cloud, maintains accredited learning, (4) App Store providing and distributing secondary learning contents and learning tools by learning contents developing companies, and (5) LMS as a learning support/management tool which on-site class teacher use for creating classroom instruction materials. In addition, locating all of the hardware and software implement a smart education service within the cloud must have take advantage of the cloud computing for efficient management and reducing expense. The open digital textbooks of smart education is consdered as providing e-book style interface of LMS to learners. In open digital textbooks, the representation of text, image, audio, video, equations, etc. is basic function. But painting, writing, problem solving, etc are beyond the capabilities of a simple e-book. The Communication of teacher-to-student, learner-to-learnert, tems-to-team is required by using the open digital textbook. To represent student demographics, portfolio information, and class information, the standard used in e-learning is desirable. To process learner tracking information about the activities of the learner for LMS(Learning Management System), open digital textbook must have the recording function and the commnincating function with LMS. DRM is a function for protecting various copyright. Currently DRMs of e-boook are controlled by the corresponding book viewer. If open digital textbook admitt DRM that is used in a variety of different DRM standards of various e-book viewer, the implementation of redundant features can be avoided. Security/privacy functions are required to protect information about the study or instruction from a third party UDL (Universal Design for Learning) is learning support function for those with disabilities have difficulty in learning courses. The open digital textbook, which is based on E-book standard EPUB 3.0, must (1) record the learning activity log information, and (2) communicate with the server to support the learning activity. While the recording function and the communication function, which is not determined on current standards, is implemented as a JavaScript and is utilized in the current EPUB 3.0 viewer, ths strategy of proposing such recording and communication functions as the next generation of e-book standard, or special standard (EPUB 3.0 for education) is needed. Future research in this study will implement open source program with the proposed open digital textbook standard and present a new educational services including Big Data analysis.