• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.1-11
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• 2006

In Korea nearly all the subjects teach environmental education in the secondary school. In addition we have a separate environmental education subject (environmental subject). This could be a very strong point in the Korean environmental education. The environmental subject and the other subjects, however, overlap in teaching materials and methods in almost all aspects. Because of this, the environmental subject has not done its job effectively, and is sometimes considered as an unnecessary surplus. To effectively play its own role in environmental education, the subject should focus on environmental issues rather than on contamination, which it is focusing on now. The contamination-focused environmental subject simply teaches nearly the same contents that the other subjects teach. In addition, it makes students visit actual sites related to pollution in order to encourage them to be aware of the severity of pollution. However, it has difficulty in teaching how environmental problems occur in a society and how the social decisions are made to resolve the problems. To overcome this difficulty the environmental subject should employ discussion classes more substantially, which let students investigate social aspects as well as scientific aspects of environmental problems and make integrated decisions through interdisciplinary approaches, to make students understand social mechanisms of environmental problems. The subject should focus on teaching what factors influence producers' and consumers' behavior and what factors they should consider when they have to make decisions on environmental issues. It should leave teaching technical knowledge and skill to the other subjects, and train students by the integrated approach which makes them see technology through a sociologist's eye. Although such integrated approach is emphasized in the environmental subject, environmental teachers should be trained to understand technological knowledge and skill in profound depth.

• Journal of the Korean Dietetic Association
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• v.11 no.4
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• pp.393-404
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• 2005

The purpose of this study was getting information to set up the new roles focused on nutrition education for school dietitians as nutrition teachers. One hundred thirty nine school dietitians and 1169 elementary school children residing in Daegu city and Gyeongbuk province were surveyed for this study. Sixty eight percent of the school dietitians perceived 1st-3rd year of the elementary school is the most proper time to start nutrition education, and 59.0% of them wanted to practice nutrition education as a discretion teaching time. The largest proportion(79.1%) of the school dietitians expected that nutrition education is helpful to get good dietary habit. School dietitians responded that major contents that should be included in the nutrition education was balanced diet, diet and habit, managing healthy weight, dining etiquette, food safety and problems of environmental contamination. Fairly large proportion of the students(64.4%) responded nutrition education is urgently needed. The contents of the nutrition education students wanted most were cooking and healthy diet. Forty six percent of the students perceived school dietitians are responsible for nutrition education and they wanted to have nutrition education as a part of special activity class. The most preferred frequency of nutrition education was 1 hour/week and 46.2% of the students responded they wanted to participate cooking camp.

• Journal of Food Hygiene and Safety
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• v.32 no.4
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• pp.306-313
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• 2017

This study systemically analyzed the data on the microbial levels in fresh vegetables in Korea to identify the points to control. We scanned the studies published between 2001 and 2015 in peer-reviewed research papers on the microbial levels in fresh vegetables produced in Korea. Plant products were categorized by using the US IFSAC (Interagency Food Safety Analytics Collaboration) category. The most consumed, the non-heat treated, the epidemiological foodborne diseases sources of fresh vegetable in foodservice (KCDC data) were identified by literature review. Articles were screened using National Digital Science Library (NDSL) search engine regarding to microbial hazards in plant products. Based on the total plate count number and coliforms on the 89 data cases from 26 published articles, the total plate count number was high in the order of sprouts, leaf and stem, bulbs and roots, vine-grown, solanaceous, melons, and pome. Escherichia coli was frequently detected in leaf and stem and sprouts products. Focused on the microbial data of leek, lettuce and cabbage, the levels of total plate count, coliforms and Bacillus cereus showed the levels of 4.15~7.69 log CFU/g, 1~6.99 log CFU/g, and 0.51~3.9 log CFU/g, respectively, by 33 published papers. The levels of environmental factors affecting the microbial safety of lettuce and leek before harvest were investigated. Manure, soil, hands, scale, gloves were the major potential microbial contamination points to control. In addition, GAP (good agricultural practice), microbial testing, and improvement of irrigation methods are required to provide the safer fresh produce.