• Proceedings of The Korean Society of Health Promotion Conference
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• 1998.07a
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• pp.71-79
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• 1998

We do not have a qualification for Health Educators in Japan. But "The Japanese Society of Health Education and Promotion" made a committee called "Education for Health Educator and Curriculum". We will have a 4day workshop this summer in order to develop a curriculum for health educators. (omitted)

• Proceedings of The Korean Society of Health Promotion Conference
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• 1998.07a
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• pp.49-50
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• 1998

This is a good time to be a health educator in America. The focus of the United States health care system is being redefined by managed care. As the system steadily moves from an emphasis on sickness to wellness, there is increased awareness of the significant role that health education and health educators play in promoting health and wellness in our communities.(omitted)

• Journal of Agricultural Extension & Community Development
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• v.11 no.2
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• pp.279-290
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• 2004

This study aims to explore the benefits and extension's role with farmers' markets in USA. This study was conducted by literature review and case study. They help establish connections between consumers and food producers, provide an additional income source for farmers. and in general, serve as a tool for community development. First, from education to advocacy, from research to advising, extension educators have multiple roles to play in promoting the growth of farmers' markets. Second, it is essential that extension engage others who are interested in seeing the markets succeed and create opportunities for such groups to make the market unique in their given communities. Third, extension promotes farmers' markets through the creation and dissemination of how-to publications. These publications typically include tips about having a market establishing a prominent and easily accessible market location, and offering a sufficient product variety to ensure consumer satisfaction. Fourth, efforts by extension offices are already paying off for consumers, vendors, and communities. Involving those who will purchase as well as produce the foods sold at who will purchase as well as produce the foods sold at farmers' markets should diversify the audience extension educators reach. Fifth, extension educators can aid in this effort by encouraging farmers' market vendors to diversify their of offerings and to produce and sell value-added products. Sixth, many extension offices offer guides to the direct marketing venues in their counties, such as farmers' markets, pick your own operations, roadside stands, and community supported apiculture farms. Once such a guide is produced. extension educators can distribute it at workshops and inform local media about the guide so that they can publicize it. Seventh, extension educators should seek to involve those groups who can collaborators could include community economic development organizations, consumer groups, churches, food banks, land preservation organizations, school, farmers' organizations, and other community groups. Eighth, extension educators can also contribute to the improvement of existing markets by offering workshops for vendors in business management, advertizing, marketing, bookkeeping, personnel management, and food preservation. Ninth, farmer's market also provide an opportunity for extension to have face-to face communication with farmers. Tenth, if farmers' markets are well managed, these markets can provide economic, nutritive, educational, social and psychological benefits to venders and the community.

• Journal of Agricultural Extension & Community Development
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• v.1 no.2
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• pp.147-163
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• 1994

Agricultural extension programs in Korea had focused mainly on increased production, and the biggest pride of extension was the achievement of rice self-sufficency in 1970s and abundant vegetable and animal production in 1980s. Farming in Korea has changed rapidly in recent years and extension system on commercialized crops have not been satisfactorily developed to mete farmers` demands. Facing the emerging challenges of international competition and trade liberalization for agricultural commodities, the goals of extension should be focused on increased income and the welfare of coral communities. The transfering of agricultural extension educator from central government jobs to local ones has emerged recently under the trends of localization which resulted unstable job environment of extension educator. Intensive pre-service and in-service training of extension workers on current and advanced techologies are essential to upgrade the quality of extension services, and the future directions for professional development of agricultural extension educators in Korea were suggested as follows: 1. Establishing a national network on agricultural extension system to promote exchanges of information among counties and provinces, to conduct meetings and to publish information on agricultural extension. 2. Determining the implications of recent national and global trends on agricultural extension, and strenthening communication at local, national and international levels for an effective extension system in the era of localization, internationalization and globalization; 3. Recognizing the effect of number and quality of extension staff on the impact of extension and providing opportunities development and advancement of extension personnel through education, training, incentives and rewards; 4. Giving a higher priority to agricultural extension in national policies in order to ensure the adequacy of budgetary support and recognition of importance of extension by the ministries concerned and mass communications.

• Archives of design research
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• v.16 no.3
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• pp.281-290
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• 2003

An educational practice is a communicational course between educator and student with scheme and execution of studying. The communicational contents of the practical course require teaching transmission and recipient process for educator and student as a major knowledges end techniques in order to achieve student's aim. The communication of practical course consists of educators, students, and practical contents, and they also form both meaning objects and mutual relationships for constitution of the practical courses. In order to develop the effective plan for practical process, we have to understand the phenomena of meaning operations which consists in connections of the practical exercise and the meaning object. This study is to approach a phenomenal analysis as respects the meaning operations how forms of tie meaning object exert in the practical course. On the basis of this analysis, we grasp properties of the practical course into the meaning object, and in these connections, suggest the category of cognizance to put execution in the practical course by interpreting factors of the meaning operations.

• Journal of Society of Preventive Korean Medicine
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• v.2 no.1
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• pp.31-43
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• 1998

The ultimate goal of national health promotion services is the improvement of quality of life and health longevity through the implementation of health promotion services. The approach strategy for national health promotion summariged as follows: 1) A model for health promotion should be developed by the level of government. 2) Roles and functions between central government and autonomous local governments should be defined to carry out the health promotion services effectively. 3) New manpower for health promotion such as health educator should be trained and activated at hospitals, health centers, industries, school, and related community agencies. 4) School health education should be strengthened in order to teach: various health subject(smoking & alcohol, drug abuse, accident and safe, nutrition, environmental pollution and preservation, population & family planning, personnel hygiene, physical growth, stress, sex education, communicable disease, physical exercise etc) students through appointing health teachers at school base. 5) Health promotion services in industries should be activated using manpower such as health educator, exercise instructor, dietist and counsellor, 6) Health promotion services for the elderly should be activated. 7) Health screening services in the medical insurance and his/her family should be activated for health promotion services. 8) Health education material development center for health promotion should be established and the materials should be made to distribute to related groups, agencies and institutions (health conte.5, hospitals, schools, pharmacies, industries etc). 9) The pilot health promotion center in each automous local governments(large cities, provinces, Guns and Gu level) should be established and operated for community people. 10) The mass media such as TV, radio, newspapers and magazines should be used effectively. 11) Periodic evaluation of health promotion services should be carried out in order to help effective and successful planning for community health promotion in the future.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.107-114
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• 2004

Purpose: This descriptive study was conducted to compare the teaching status, utilization of the teaching materials, and the need to solve matters of sex education between the school health educators and teachers working in an elementary school in Busan. Method: 182 school health educators and 125 teachers participated in the research. Data was collected using a self-administered questionnaire, and analyzed by frequency and x2 -test using the SPSS WIN 10.0 Program. Results: While school health educators carried out most of the sex education in the extra curriculum and physical education class, teachers did in the regular curriculum and physical education class. Regarding the utilization of the teaching materials on sex education, although the majority of school health educators used the teacher's manual, only a few teachers used it. Most of the school health educators used the ICT teaching materials while only half of the teachers did. Regarding the methods to solve matters on sex education, school health educators responded that a sex-related subject should be combined with a health subject, and an independent sex-related subject was necessary. The teachers, however, responded that it was necessary to secure enough time for sex education, the sex-related subject combined with a health subject was necessary, and there is a need to designate a sex educator. Conclusion: School health educators utilized more teaching materials for sex education and suggested more active methods to solve matters related to sex education. Therefore, school health educators should be more active as sex educators, and the subject of sex education should be adopted as a regular course.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.1
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• pp.123-132
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• 2017

In spite of magnificent growth of The startup education in terms of volumes and varieties, Theoric bases and logics of startup education design are not sufficient and vulnerable. The major reasons of these situations are caused not only by the facts that the startup education has been prepared by the governmental needs but also by the objective in short term period. Considering the fact that the startup educations are also one of classical education itself, it should be adopted the proper education paradigm on its program design. Especially it should be considered of basic education component in startup education design such as education supplier (educator, teacher), education demander (student, educator himself) and education program. In this research, we has reviewed andn proposed efficient design directions and practical strategies for the efficient startup education programs.

• Korean Journal of Community Nutrition
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• v.12 no.3
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• pp.333-343
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• 2007

The purposes of this study were to evaluate students' performance by student self-evaluation and by educators in the field respectively after an internship program, to analyze the gap between the two groups, to identify students, satisfaction and behavior intention and to suggest the direction of an internship program in the Food and Nutrition Department. The results of the survey of 133 students and 129 educators as follows: a majority of the program periods was two weeks and most students experienced an internship program once. Both students and educators evaluated highly in 'I (Students) worked faithfully as a trainee.', 'I (Students) observed the rules and cooperated with other colleagues.', 'I (Students) behaved with clear and polite words.'. Educators estimated higher than students in all items, especially in 'I (Students) prepared and planned needs for internship in advance.' (p<0.00l), 'I (Students) got on close terms with the staff and enjoyed their confidence.' (p<0.001). For details of the internship program, students were satisfied with 'professors' roles' (3.95), 'educator's abilities' (3.85), 'treatment of students' (3.84) but dissatisfied with 'pay to students' (1.94). Students perceived that an internship program was helpful to understand their major (4.37) and to decide upon their job (4.17). They had an intention to participate in another internship program (4.63) and to recommend to their juniors to participate in a program (4.73). Students had a diversity of opinions for program periods and most wanted to participate two times in summer or winter vacation of junior. Therefore an internship program needs curriculum in the food and nutrition department and the continuous and active cooperation between university and institutions would lead to an effective and efficient internship program.

• School Mathematics
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• v.5 no.2
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• pp.151-165
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• 2003

So far there have been intermittently quantitative and syntactic analyses of the past elementary mathematics curriculums to comprehend elementary mathematics education in Korea. However, we think we also need qualitative and semantic analyses to comprehend and examine the past elementary mathematics curriculums exactly and so to look out on our future elementary mathematics education. Generally, school mathematics curriculum reflects both the philosophical aspects of mathematics itself that form the background of the philosophy of mathematics education and the sociological aspects in real mathematics class that could be the output of the curriculum. With this view, the logic of the social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. With this kind of method of analysis we got the results that: the past Korean elementary mathematics curriculums mainly have the tendency from the ideology of the progressive educator(the 1st) to of the technological pragmatist(the 2nd), from that of the old humanist(the 3rd and 4th) to the progressive educator(the 5th and 6th) again, and lastly that of social constructivism(the 7th).