• 한국보육지원학회지
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• 제14권3호
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• pp.77-95
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• 2018

Objective: The purpose of this study was to examine the mediating role of school adjustment in the relationship between adolescents' mastery goal orientation and life satisfaction, and the differences according to gender in the relationship. Methods: The participants were 1,947 students from the 3rd, 4th, and 5th waves of the Korean Child Youth Panel Study(KCYPS). The data were analyzed with structural equation modeling(SEM) and multiple group analysis. Results: First, school adjustment of 1st graders in middle school mediated the relation between mastery goal orientation of 6th graders in elementary school and life satisfaction of 2nd graders in middle school. Second, the differences in gender were confirmed. The effect of mastery goal orientation of 6th graders in elementary school on school adjustment of 1st graders in middle school is higher for boys. In contrast, the effect of school adjustment of 1st graders in middle school on life satisfaction of 2nd graders in middle school is higher for girls. Conclusion/Implications: The results of this study suggested that mastery goal orientation before entering middle school and school adjustment after entering middle school could be important variables to increase adolescents' life satisfaction. Also, it is necessary to consider gender difference for long-term intervention for improving adolescent life satisfaction.

• Nutrition Research and Practice
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• 제7권3호
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• pp.166-171
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• 2013

The purpose of this study was to investigate the effects of lotus leaf on hyperglycemia and dyslipidemia in animal model of diabetes. Inhibitory activity of ethanol extract of lotus leaf against yeast ${\alpha}$-glucosidase was measured in vitro. The effect of lotus leaf on the postprandial increase in blood glucose levels was assessed in streptozotocin-induced diabetic rats. A starch solution (1 g/kg) with and without lotus leaf extract (500 mg/kg) was administered to the rats after an overnight fast, and postprandial plasma glucose levels were monitored. Four-week-old db/db mice were fed a basal diet or a diet containing 1% lotus leaf extract for 7 weeks after 1 week of acclimation to study the chronic effect of lotus leaf. After sacrifice, plasma glucose, insulin, triglycerides (TG), total cholesterol (CHOL), high-density lipoprotein (HDL)-CHOL, and blood glycated hemoglobin levels were measured. Lotus leaf extract inhibited ${\alpha}$-glucosidase activity by 37.9%, which was 1.3 times stronger than inhibition by acarbose at a concentration of 0.5 mg/mL in vitro. Oral administration of lotus leaf extract significantly decreased the area under the glucose response curve by 35.1% compared with that in the control group (P < 0.01). Chronic feeding of lotus leaf extract significantly lowered plasma glucose and blood glycated hemoglobin compared with those in the control group. Lotus leaf extract significantly reduced plasma TG and total CHOL and elevated HDL-CHOL levels compared with those in the control group. Therefore, we conclude that lotus leaf is effective for controlling hyperglycemia and dyslipidemia in an animal model of diabetes mellitus.

• 한국식품영양학회지
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• 제24권3호
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• pp.295-305
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• 2011

The goal of this study was to provide basic data for the future development of dietary life education in elementary schools by understanding the current conditions of the program after the execution of the Dietary Life Education Support Act. We conducted a survey to understand dietary teachers' recognition of dietary life education in elementary schools. We found that teachers' recognition was low and that dietary life education in elementary schools is still carried out indirectly by focusing on nutrition knowledge. Dietary life education is carried out during lunch time and dietary life-related class hours. However teachers of lower class levels did not have any practical subject related to dietary life and responded that a lack of time devoted to dietary life education was the biggest problem with the program. Most teachers responded that dietary life education in elementary schools is necessary for the formation of students' sound dietary habits, and that the development of a system of teachers directly responsible for dietary life education is necessary. In the past, dietary life education has typically been carried out at home, but now schools are required to play a role because of family nuclearization and the increase in working couples. Therefore, to revitalize dietary life education programs in elementary schools according to the Dietary Life Education Support Act, we suggest more systematic and segmentalized studies.

• 동아시아식생활학회지
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• 제17권5호
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• pp.746-752
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• 2007

The purpose of this study was to investigate the effects of HACCP education on improvements of knowledge in school foodservice employees in Gyeonggi-do, particularly in Anyang, Ansan, Siheung and Hwasung City. A first and second questionnaire was answered both before and after HACCP education that was directed by a dietitian. The change in HACCP knowledge after education, as compared to before, was statistically significant(p<0.01). Specifically, the average score after education increased more than 30 points in CCP2 and CCP6, and more than 60 points in CCP3. Most of the school foodservice operations performed sanitary education once a month; however, they did not perform regular HACCP education. The fact that the level of sanitary knowledge was different after HACCP education than before suggests the possibility of improving the sanitary performance levels of foodservice employees through continual education.

• Asian-Australasian Journal of Animal Sciences
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• 제31권12호
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• pp.1956-1962
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• 2018

Objective: This experiment was carried out to determine the effects of different creep feed types on suckling performance and further adjustments to solid feed after weaning. Methods: A total of 24 multiparous sows and their litters were allotted to one of three treatment groups: i) provided highly digestible creep feed (Creep), ii) provided a pig weaning diet (Weaner), and iii) provided sow feed (Sow) as creep feed until weaning. After weaning, a total of 96 piglets were selected for evaluation of post-weaning performance. Results: For pre-weaning performance, the Creep treatment led to a significantly higher feed intake from 14 to 28 d (p<0.05) and higher body weight gain from 21 to 28 d than piglets that were provided other diets. However, after weaning, the Weaner treatment yielded a significantly higher feed intake and average daily gain than other treatments from 0 to 14 d after weaning (p<0.05); Creep treatment tended to generate lower villus heights in the duodenum than the other treatments (p = 0.07). Conclusion: Highly digestible creep feed improved pre-weaning performance, but feed familiarity and grain-based creep feed improved post-weaning performance.

• 한국식품위생안전성학회:학술대회논문집
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• 한국식품위생안전성학회 2001년도 The Asia-Pacific Conference on Reproductive Biology and Environmental Sciences
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• pp.232-234
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• 2001

• Journal of Veterinary Science
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• 제22권4호
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• pp.49.1-49.6
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• 2021

The S1 protein of the infectious bronchitis virus (IBV) is a major structural protein that induces the production of the virus-neutralization antibodies. The monoclonal antibody against the IBV M41 S1 protein was used as a target for biopanning. After three rounds of biopanning, randomly selected phages bound to the monoclonal antibody. Sequence analysis showed that the dominant sequence was SFYDFEMQGFFI. Indirect competitive enzyme-linked immunosorbent assay showed that SFYDFEMQGFFI is a mimotope of the S1 protein that was predicted by PepSurf. The mimotope may provide information for further structural and functional analyses of the S1 protein.

• 한국비블리아학회지
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• 제31권2호
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• pp.5-26
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• 2020

이 연구는 상호작용 놀이 활동 독서치료 프로그램이 초등학교 저학년 학생의 학교생활 적응에 어떠한 영향을 미치는지 그 효과를 검증하는데 목적이 있다. 이를 위하여 서울시 K구에 위치한 초등학교 2학년 학생을 대상으로 학교생활 적응력 향상을 위한 상호작용 놀이 활동 독서치료 프로그램을 설계하여 학교도서관에서 회기별 90분씩 총 12회기로 실시하였으며, 효과 측정을 위하여 학교생활 적응도 검사와 동적 학교생활화 검사를 독서치료 프로그램 사전과 사후에 실시하였다. 연구의 주요 결과를 요약하면 다음과 같다. 첫째, 상호작용 놀이 활동 독서치료 프로그램은 초등학교 2학년 일반학생의 학교생활 적응 전체에 긍정적인 영향을 미친 것으로 나타났다. 둘째, 학교생활 적응의 하위요인인 교사관계, 교우관계, 학교수업, 학교규칙 준수에 긍정적인 영향을 미친 것으로 나타났다.

• 대한가정학회지
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• 제31권2호
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• pp.1-14
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• 1993

The purpose of this study is to find the differences between home economics before and after korean Independence of the dominance of Japanes Empire. The specific aimes are to compare the subject organization, educational purpose and subject contents etc. of home economics in korean school before with after the Korean Independence of the dominance of Japanes Empire. The methods to study were to analyze some documents(laws or regulations)and textbooks etc. at that time. The result of this study is summerized as follow. 1. The subject of home economics in primary school were‘Jaibong(sewing)’,‘Kasa(household affairs)’just before Korean Independence of Japan in 1945. But the subject of home economics changed to‘Yori(cooking)’,‘Jaibong’after Korean Independence in 1945. In 1946,‘Yori’and Jaibong were integrated in‘Kasa’. In 1954, ‘Kasa’changed to ‘Silkwa(Practical Course)’. The subject of home economics in middle or high girl school were‘Kajeong(home)’, ‘Yuga(nursing)’,‘Bogeon(preservation of health)’,‘Pibok(clothing)’just before Korean Independence in 1945. But the 4 subjects changed to‘Kasa’,‘Jaibong’,‘Suye(embroidery)’and the 3 subjects changed‘Sileop and Kajeong(home affairs)’again. 2. The hours per week assigned to home economics education were higher in high school years than in low school years both in primary schools and middle or high schools. 3. Among various home economics subjects, the hours assigned to‘Jaibong’were higher than any other home economics subjects. But The hours assigned to the‘Kasa’tended to increase in high school years. 4. The purpose of home economics education in schools before Korean Independence of Japan focused of fostering korean's loyalty to Japan Empire in the end and on cultivating womanly virtue etc. This tendency was more prominant in middle or high school than primary school. 5. Korean home economics education during about 10 years generally followed the home economics education of Japanes Empire. 6. The home economics education in primary school for school boys was practised after 1955(The period of 1th curriculum). Before that time was practised home economics education for school girls. 7. Generally home economics education in Korean schools was weakened after Korea became Independant of Japanes Empire in 1945. 8. The contents of home economics education after Korean Independence tended to follow those of Japan. Among domains of the home economics the rate of contents of‘siksainghwall(life of foods)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in primary, while the contents of‘oeusainghwal(life of clothing)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in middle education.

• Journal of Hospice and Palliative Care
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• 제15권1호
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• pp.30-35
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• 2012

목적: 우리나라에서는 의과대학에서 말기환자 돌봄에 대한 교육이 충분치 못하다. 이 연구는 의과대학생에서 말기환자 돌봄 교육이 학생들의 말기환자의 돌봄에 관한 인식과 태도에 미치는 영향을 평가하고 교육에 대한 요구도를 파악하고자 하였다. 방법: 이화여자대학교 의학전문대학원 의학과 4학년 학생 166명을 대상으로 말기환자의 호스피스 완화의료에 관한 설문조사를 교육 전과 후에 조사하여 분석하였다. 결과: 사전의료의향서 작성시기에 관한 질문에 교육 전에는 '임종이 가까운 말기'가 33.6%로 가장 빈도가 높았으나 교육 후에는 '건강할 때'가 58.7%로 가장 많았다. 무의미한 연명치료의 유보나 중지에 관하여는 수업 전과 후에 심폐소생술은 48.1% 대 92.5%, 기관삽관이나 인공호흡기 38.3% 대 92.5%, 혈압상승제 39.1% 대 85.8%, 혈액투석 60.9% 대 94.8%, 총정맥영양공급 27.8% 대 56.0%로 유의한 변화를 보였다. 안락사에 대한 반대 의사는 46.6%에서 82.1%로 현저히 증가하였다. 모든 학생이 말기환자 돌봄 교육이 필요하다고 동의하였다. 결론: 대부분의 의과대학생은 임종환자관리 교육과정을 통해 죽음의 의미에 대해 성찰하는 시간을 갖고 말기환자의 호스피스 완화의료 교육의 필요성을 인식하였다. 또한 말기환자의 돌봄에 관한 인식과 태도의 변화가 컸다. 향후 이러한 교육과정이 모든 의과대학에서 정규교육과정으로 포함되어야 할 것이다.