• Journal of the Korean Society of School Health
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• v.19 no.1
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• pp.17-29
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• 2006

Purpose : The purpose of this study were to examine the degree of job duty importance and difficulty of nutrition teachers in elementary school and then to make their future duties and roles clearly. Methods : The duties of nutrition teachers were classified into four fields such as foodservice management, nutrition education, nutrition counseling and educational experience of Korean agricultural products, and then each field were divided into job duties and job tasks. The subjects was 139 dietitians at elementary schools in Dague and Kyungpook Province who appraised the degree of importance and difficulty of the above four job duties with the Likert 5-point scale through a questionnaire survey. Results : From the results of the survey, it was found that every dietitian had highly assessed the importance of the four job duties of nutrition teachers. In a survey of the degree of job duty importance and difficulty on the dietitians, subjects recognized the following such as haccp management in the field of foodservice management is of the most importance(4.30), and the personal management has the most difficulty (3.80). In the field of nutrition education, the work of establishment nutrition education plan is of the most importance(4.33), and the developing of nutrition education materials and programsn are the most difficulty (4.13). In the field of nutrition counselling, students of that than parents and teachers counselling is of the most importance (4.15) and the most difficulty (4.08). Finally, in the field of our agricultural products experience education, which of he work is the most importance(4.07), and difficulty (4.02). Conclusion : Therefore, it is judged that nutrition teachers in the future should not only have a foodservice management, as their main job duty, but also aid in constructing life-long health management system for students and teachers by conducting a nutrition education and counseling, and also exert their energies in the job duties of menu development and experience education utilizing our agricultural products.

• Korean Medical Education Review
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• v.17 no.3
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• pp.105-109
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• 2015

The purpose of this study is to examine the concept and importance of the hidden curriculum, which has an influence on the learning, culture, and identity formation of medical students, and to examine the student culture related to the hidden curriculum. The hidden curriculum can be defined from various perspectives. However, these definitions commonly include the concept of the whole experience students gain from school life in implicit ways, even though the school does not intend it. The hidden curriculum is related to non-cognitive areas and the culture formation of students in various way, including positive and negative content, and is important since once this curriculum is formed, it has a long-term impact. Therefore, it is necessary to consider not only the formal curriculum but also the hidden curriculum in order to apprehend the overall educational outcome of medical school. For this purpose, schools need to not only support studies on the hidden curriculum but also to endeavor to provide faculty and staff with educational and administrative support so that they can understand the hidden curriculum and be equipped as a role model. Furthermore, medical students need to endeavor to form a positive student culture in order to establish an appropriate identity as a doctor in the future.

• Human Ecology Research
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• v.62 no.3
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• pp.541-559
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• 2024

The purpose of this study was to explore the lived experiences of Korean mothers in relation to parent education. Parent education was broadly defined in this study to encompass the various educational experiences that parents "try" and "undergo" both before and after becoming parents. Rather than being confined to a single program, we aimed to understand parent education as a cumulative process, comprising diverse experiences that shape parents' lives and roles. We conducted in-depth interviews with seven mothers of infants and toddlers, followed by a reflexive thematic analysis of the data. Four major themes emerged from the analysis. The first theme, "confusion about becoming a parent," describes the initial challenges of adjusting to the loss of freedom and the adaptation to new responsibilities. The second theme, "parent education through observation and experience," highlights how parents learned by observing and engaging with real-life situations before and after the birth of their children. The third theme, "active participation in purposeful parent education," focuses on structured educational programs in shaping parental roles. The final theme, "reflective thinking and personal growth through parent education," illustrates how reflective practices as a mother contributed to the parental development. This study underscores the importance of adopting a long-term perspective on parent education, recognizing the interconnected nature of parental and child development and appreciating the experiences of mothers who grow through reflective thinking.

• Korean Journal of Human Ecology
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• v.13 no.1
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• pp.111-122
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• 2004

The purpose of the study lied on supporting the reeducation program which was focused on the demand with the clients by analyzing the recognition on the real situations of the reeducation on the hair designers in the nation. As a result on the subject, the responders said they could usually learn new information through the various seminars that were held by beauty product suppliers and companies, and most of the high school or under high school level designers have participated in various seminars while the designers who graduated from a junior college or universities had experienced new trends at life time education establishments(p<0.01). A hair designer who was single and paid low salary usually depended on the course inside the shop(p<0.01), and most of the information they got was through the suppliers of the beauty products. In that case, regular sources of information, such as educational establishments, informative magazines, Internet were highly recommended. A reason for unsatisfactory reeducation was due to lack of time and a reason for not participating the seminar was also due to time shortage caused by regular working hours, which was reflecting the real situation of the hair designers. As a suggestion for the reeducation establishment, most of the responders wanted vocational schools or life-time educational center. They wanted a fixed regular period for reeducation, especially over the weekend for after working hours. It means they want long-time systematic education. Considering the results, a course which is organized for a long-time systematic purpose is suggested for the hair dressers who want to be professionals in the field with the class equipped with contents of the classes, period, and place. For the purpose to be realized, improvement of the working hours in needed and it will be an incentive to make the hair designers satisfied with their work.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.168-179
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• 2016

This study attempted to analyze the relationship between school life satisfaction and acculturation of elementary students of north Korean refugees in Daegu and Gyeongbuk region. The socio-demographic characteristics of elementary students in Daegu and Gyeongbuk were different from in capital territory or other parts of Korea. The acculturation of students living in Daegu and Gyeongbuk was distinctive. The proportion of assimilation was slightly higher than that of integration. However, 42 percent of students belonging to separation and marginalization passively accepted south Korean culture, so that they would have a difficult time in adjusting to new culture. Students getting older and being used to school life strongly inclined to accept south Korean culture; while, students born in north Korea tended to resist acceptance of south Korean culture. Most students were satisfied with school life. The satisfaction level was high in the relationship with teachers and school environment; while, the satisfaction level in learning activity was relatively low. In the relationship between school satisfaction and types of acculturation, students actively accepting new culture were relatively highly satisfied with their school life. A standardized short-term education oriented program for north Korean adolescents refugees living in south Korea should be shifted into the long-term support policy reflected in class and attribute in terms of acculturation.

• Journal of Fisheries and Marine Sciences Education
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• v.12 no.1
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• pp.83-97
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• 2000

This article refers to the processions and the improvement of the 7th revised curriculum development for the Fisheries and Merchant Marine High School, published at Dec. 30, 1997. The general point of the 7th revised curriculum development was to cultivate creative Korean who will lead the epoch of globalization and information and to perform the learner-centered curriculum. Moreover, it defines the nature of Business High School not as completive but as continuing education. Based on this view, the improvment of 7th revised curriculum has been searched in varous sides. The group of general researchers and cooperators consisted of 12 members who were of university professors, teachers, related business men and executives in the administration branches, and the total researchers of 7th revised curriculum development were 90 members. The basic orientation of the research for the revised curriculum development was as following : The improvement of basic ability, job-analysis ability, integrity of theory and practice, acquisition of the certificate of national qualification, interrelation and cooperative role division between school and industrial fields, extension of self-decision ability of school and local society, protection of learner-selection right and maintaining close relations with the business-educational organization under life-long education system. Thus on the whole, the research for educational goals and contents, instructions, learning theory and evaluation is being processed with a high activity, based on the above mentioned plan of 7th revised curriculum development. At the same time, the methods and the models are being investigated. At last, it is to be noted that, in such as the 7th revised curriculum development research in this case, the effort should not be spared to harmonize the basic technological knowledge of the specialists in the Fisheries and Merchant Marine field and the cultural, liberal arts of personality education.

• Fashion & Textile Research Journal
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• v.16 no.5
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• pp.745-755
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• 2014

The purpose of this study was to observe school education system, higher education, and fashion education in Germany to find a good model for an desirable future education to lead a creative students in Korea, thereby reshaping curriculum. We also analysed the curriculum of the fashion design offered in Hochschule Pforzheim and Berlin University of Art. We used secondary data collection by literature reviews of articles and web sites on the internet. Results of this study are as follows: German school and education system oriented with differentiation even though there are variety of them. Students can select their education system, considering work field and their own life & humanities. Various fashion education institutions were found to have their own education concept to enhance creativity with different system. Our results of analysis of the fashion design program of Hochschule Pforzheim and Berlin University of Art show their creativity education in their curriculums with module basis. Two universities have a differentiate education direction for the same aim to do creative design study and research. We realized that students learn and get the knowledge and apply to the field with a long term internship, communication skill and presentation development courses. Project based modules enable students to be creative, and active human. Strong design basis, and humanities disciplines will support people to creative design works. These two universities offer a good model of program to build up self education drive, academic and practical ways of training, and project based, internship, etc.

• Journal of the Korean Institute of Educational Facilities
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• v.13 no.3
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• pp.56-65
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• 2006

The multipurpose auditoriums in schools are the center of local community and the places of their life-long education. The multipurpose auditoriums are to be open and made available for use by local public as far as it does not interfere with the education of the schools. However, most of them are not open to public on the pretext of management problems while demands of local communities for the opening of the facility is rising. The role of the multipurpose auditorium as the place of physical training and its maximum availability to local community have be taken into account of from its design stage. The location of the auditorium itself has to be close to the main entrance of the school for easy access, its facilities located in one common area, their management and maintenance scheme adopted appropriately but legally, and then security and safety measurement have to be devised. Also, more studies are necessary to propose detail regulations for local sports facilities and to develop their interrelationship and network, in connection with sophistication of school facilities and BTL system.

• Molecules and Cells
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• v.26 no.5
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• pp.443-453
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• 2008

The Bric-a-brac, Tramtrack, Broad-complex (BTB) domain is a protein-protein interaction domain that is found in many zinc finger transcription factors. BTB containing proteins play important roles in a variety of cellular functions including regulation of transcription, regulation of the cytoskeleton, protein ubiquitination, angiogenesis, and apoptosis. Here, we report the cloning and characterization of a novel human gene, KLHL31, from a human embryonic heart cDNA library. The cDNA of KLHL31 is 5743 bp long, encoding a protein product of 634 amino acids containing a BTB domain. The protein is highly conserved across different species. Western blot analysis indicates that the KLHL31 protein is abundantly expressed in both embryonic skeletal and heart tissue. In COS-7 cells, KLHL31 proteins are localized to both the nucleus and the cytoplasm. In primary cultures of nascent mouse cardiomyocytes, the majority of endogenous KLHL31 proteins are localized to the cytoplasm. KLHL31 acts as a transcription repressor when fused to GAL4 DNA-binding domain and deletion analysis indicates that the BTB domain is the main region responsible for this repression. Overexpression of KLHL31 in COS-7 cells inhibits the transcriptional activities of both the TPA-response element (TRE) and serum response element (SRE). KLHL31 also significantly reduces JNK activation leading to decreased phosphorylation and protein levels of the JNK target c-Jun in both COS-7 and Hela cells. These results suggest that KLHL31 protein may act as a new transcriptional repressor in MAPK/JNK signaling pathway to regulate cellular functions.

• Korean Journal of Community Nutrition
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• v.24 no.6
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• pp.497-511
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• 2019

Objectives: This study aimed to develop a school-centered healthy eating environment for children in elementary care classrooms and prevent incorrect eating habits and obesity through the development and application of standardized healthy eating habit-forming educational materials. Methods: Ten schools in eight districts of Gyeonggi-do and 400 students from 19 care classes were selected. Based on the developed educational materials, the program was applied to students once in two weeks. 'Notices for Parents' forms were also sent to the students' home to educate their parents. Pre and post-surveys were conducted to evaluate the effectiveness of the education. The pre-education, education, and aftercare were conducted from September 28 to September 31, 2016, from October 3 to November 30, 2016, and from December 5 to December 9, 2016, respectively. Results: The healthy eating program for elementary care classes was designed to develop a school-centered healthy eating environment and provide standardized educational material for healthy eating habits. Twelve educational topics were developed: , , , , , , , , , , , and . Moreover, the materials were produced in four forms: for students, for after school caring teachers, for external specialists, and for parents. The effectiveness evaluation was conducted to confirm the application of the program. The average eating habits score was 3.3 ± 0.6, with no significant difference between before and after application. The score of overall satisfaction of the education was 3.9 ± 0.9. The most satisfying content was 'Did you get to know how to eat evenly?'. Significant increases were observed in two contents for parents regarding their children's knowledge changes after the education: 'Five nutrients needed for growing children' and 'Knowing sugar foods and sugar-containing foods'. On the other hand, their educational satisfaction was 3.6 ± 0.6, which was lower than the children's satisfaction. This might be because their education was conducted only through the 'Notices for Parents' form. Conclusions: In the long term, the healthy eating habit-formation education for lower elementary school children is expected to be beneficial. To prevent obesity and establish healthy eating habits of children, it is important to develop healthy eating education programs centered on elementary school aftercare classes, including the development of educational materials and an application system through connection with the home and community.