• Asian Pacific Journal of Cancer Prevention
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• v.14 no.6
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• pp.3685-3688
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• 2013

Background: Clinicians determine degree of mammographic density based on tissue firmness on breast examination. The study aimed to compare breast density in mammography and clinical breast examination. Materials and Methods: Six-hundred sixty three women 40 years of age or older were studied. The breast exam density was graded from 1 to 4 by two expert surgeons and the mammographic parenchymal density by two expert radiologists. Then for practical reasons, grades 1 and 2 were considered as low-density and grades 3 and 4 as high-density. Results: High and low densities were detected in 84.5% and 15.5% of clinical breast examinations and 59.7% and 40.3% of mammographies, respectively. The statistical analysis showed a significant difference between the breast tissue densities in breast examination with those in mammography. Conclusions: A clinically dense breast does not necessarily imply a dense mammographic picture.

• Journal of the Korean Society of Clothing and Textiles
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• v.26 no.5
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• pp.691-702
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• 2002

The purpose of this study was to provide basic information on the propriety of the ready to wear garment sizes of Tween Generation(ages from 5th grade to 8th grade) who has different clothing preferences in color, styles, and design and also different body sizes and shapes from younger and older students. The objectives of the study were to ascertain (a) the body figure changes occurring during Tween Generation; (b) the coverage of manufactures'garment sizes. The body measurements of elementary school students(5th & 6th grades) and junior high school students(7th & 8th grades) provide the basic statistics for this study. The mean differences of each size within each figure type are compared by using t-teats. The differences in various manufacturers'apparel sizing and figure size are investigated. Also the body measurements and the apparel sizes of the manufacturers are compared in order to evaluate the suitability of the garment size. Results indicate that the body type factors are different in each age group. And manufactures'sizes come out to be much smaller than the actual body measurements. Young casual wear can cover junior high school students satisfactorily but for elementary school students, because of low drop-value, the overall satisfaction with filling is low.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.22 no.2
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• pp.59-71
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• 2019

This study was conducted to prioritize land purchase in Hwapocheon wetland protection area by reflecting the conservation value of wetlands considering HSI(Habitat Suitability Index) for flagship species. As a result of this study, the flagship species, Oriental White Stork and Been Goose, which can represent the Hwapocheon wetland protection area, were selected through selection criteria and expert feedback. Based on the habitat requirements of the selected flagship species, SI(Suitability Index) for the flagship species was reviewed and the conservation value of wetlands was assessed. The conservation value of the wetlands was divided into five grades from very high to very low. The areas with high conservation value were mainly distributed around wetlands and waters in upstream and downstream of Hwapocheon wetland protection area. The land purchase priorities were divided into five grades by overlapping the thematic maps of the conservation value of wetlands, the economics, and the urgency of restoration. The arable lands which can disrupt wetland ecosystems are analyzed as priority areas where priority purchasing is required. Relatively well-preserved wetlands and areas have low land purchase priorities. This study is meaningful in that biodiversity is considered in land purchase priorities.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.51-70
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• 2001

Characteristics of handwriting were investigated and compared between the patients with writing disabilities and normal elementary school pupils. Generally, the heights of the letters of the patients were significantly larger than those of normal children, and letters of the patients were more sparsely distributed than those of controls. The distance between the words were significantly reduced in the patients’ writings, which indicated that patients had much more problems of space-leaving than normal pupils. Letter heights differences were significant across all grades in the patients and normal controls. The heights of the letters decreased as they grew older, and the slope of the decrements were more steeper in normal girls(r=-0.45) than girls with writing disabilities(r=-0.16). Sex differences were found in the letter spacings in low grades(grades 1, 2), that is, the distances between the letters were significantly narrower in the male patients than normal boys in these grades, and the differences were almost indiscriminating in grades 3 through 5, and finally, in sixth grade, letter spacings were signifycantly broader in normal boys than male dysgraphics. In girls, letter spacings were significantly broader in the patients across all grades. These findings supports the hypothesis that male and female writings were qualitatively different and that distinct mechanisms served in boys and girls dysgraphics. Across all grades and sexes, spaces between the words of the patients were significantly broader than normal pupils, which suggested that space-leaving between the words was important in Korean writings. There was trend that letter spacings and word spacings decreased across grades, but in girls, no correlations between the letter spacings and grades were found. Correlation analyses revealed that letter heights and letter spacings had mild correlation(r=0.11-0.15), and that letter spacings and word spacings had robust correlation(r=0.99). Phonological errors were mostly found in last phoneme(Jong-seong), especially double-phoneme(ㄳ, ㄵ, ㄶ, ㄺ, ㄻ, ㄼ, ㄾ, ㄿ, ㅀ, ㅄ), and in the case the sound values changed due to assimilations of phonemes. Semantic errors were rare in both groups. Space-leaving errors were correlated with phonological errors, and more frequent in boys than girls. In conclusion, significant differences existed in the letter heights, letter spacings, word spacings, and frequencies of phonological errors and spaceleaving errors between the patients with writing disabilities and normal pupils. The characteristics of writings changed across grades and the developmental profiles were somewhat quantitatively different between the groups. The differences became obvious from the second-third grades.

• Journal of the Korean Society of School Health
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• v.10 no.2
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• pp.241-257
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• 1997

This study identifies a basic framework to analyze specific experiences of examinees so that which nurses are better able to understand reactions of examinees and, further, to provide better nursing treatments to them. This study follows Strauss & Corbin's analysis tool (1990). This basic framework identifies the specific mental reactions in a process away from the "being tightened" state. The main factors explaining this process include the 28 following variables : anxiety, being burdened, being suppressed, lack of agency, being suffocated, term pressure, expectation pressure, grade pressure, firmness, feebleness, helping others, being disturbed, watching others, off ficiousness, staightening on, depending on, getting along with, getting out of, shooting out, giving up, being alone, devoting, bracing up, being industrious, being harassed, being distressed, troubles, and quiting. Twelve variables are factored from the above factors which include pressure, being tighened, terms, expectations, grades, will, friends, family, open-minded confrontation, close-minded confrontation, pursuing, and wandering around. The Examinees' state of being tightened is first developed, watched by others, and finally resolved causing students either to pursue (positive reactions) or to wander around (negative reactions). Based on the theoretical framework, the following sixteen hypotheses are developed : 1. Students are less tightened in the first term. 2. Students are more tightened in the second term. 3. Students with higher grades feel less tightened. 4. Students with lower grades feel more tightened. 5. Students with higher expectations feel more tightened. 6. Students with lower expectations feel less tightened. 7. Students who are less tightened confront open-mindedly. 8. Students who are higher tightened confront close-mindedly. 9. Students with a strong will confront open-mindedly. 10. Students with a weak will confront close-mindedly. 11. Students who have more sincere friends confront open-mindedly. 12. Students who have less sincere frieds confront close-mindedly. 13. Students with family support confront open-mindedly. 14. Students with little family support confront close-mindedly. 15. Students confronting open-mindedly pursue. 16. Students confronting close-mindedly wander. We identify the following four relations from the data analysis : 1. Students with average grades in their first term are more tightened from high expectations and have a tendency to wander if they have less supporting families even if they also have a strong will and sincere friends. 2. Students with low grades in their second term are less tighened because of low expectations and have a tendency to wander if they have a weak will and few sincere friends even if they have strong family support. 3. Students with high grades in their second term are more tightened with high expectations and have a tendency to pursue confrontations open-mindedly if they have supporting families and a strong will even if they have few sincere friends. 4. Students with average grades in their first term are less tightened from fewer expectations and have a tendency to pursue confrontations open-mindedly when they have more supporting families and sincere friends even if they have a weak will. A Student's degree of being tightened are affected by grades, terms, and expectations. Being tightened is resolved positively or negatively based on will, friends, and family. We conclude that will, family support, and sincere friends cause students to confront "being tightened" open-mindedly. We also conclude that practical nursing for students who are tightened have to focus on creating environments in which students are able to confront open-mindedly.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.1058-1074
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• 2014

The purpose of this study was to examine the relationship between psychological basic needs(autonomy, competence, relatedness) based on self-determination theory and career indecision of female college students. The participants of this study were 1,060 female college students in B city. To analyze data, cannonical correlation analysis was performed. The results of this study are as follows: First, the level of psychological basic needs was generally high among research participants and there were significant differences depending on the grades. Second, the level of career indecision was generally low and there were also significant differences depending on the grades. Third, the result of cannonical correlation analysis showed significant negative relationship between psychological basic needs and career indecision. Discussions and suggestions related to the results were provided.

• The Korean Journal of Food And Nutrition
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• v.31 no.5
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• pp.668-676
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• 2018

The purpose of this study was to investigate the quality attributes and importance that affects their satisfaction with respect to lunchboxes amongst children from low-income families in Korea. In case of $1-3^{rd}$-grade elementary school, 57.1% received lunch box through the community child center, while 45.2%, 68.5% and 80.7% of $4-6^{th}$-elementary school, middle school, and high school students received the lunch box from home, respectively. Typically, in 40.2% of all grades, the time to eat the meal was within 1~2 hours of delivery, and 34.0% consumed the lunch within 2~6 hours of delivery. With respect to intake of the contents of lunchboxes, 72.0% of the participants answered that they ate 80% of the lunchboxes delivered and 24.9% only ate 50% of the content of lunchboxes. The largest leftover were vegetables (26.9%), and the reason for leaving food was 'do not like to eat (36.1%)' followed by 'no taste (32.6%)'. Regarding improvements in delivery lunchboxes, elementary school students selected 'taste', while middle school and high school students selected 'variety of menu'. The 'nutrition (3.69 point)' of the lunchboxes was the highest satisfaction and the 'variety of menu (3.34 point)' was the lowest. In all grades, 'nutrition' and 'hygiene' were considered to be important as quality attributes of the delivery lunchboxes, and satisfaction was also high. On the other hand, in the $1-3^{rd}$-grade elementary school, 'variety of menu' and 'amount of side dish' were important but satisfaction was low. The $4-6^{th}$-grade elementary school, middle school and high school students stated that 'taste' and 'variety of menu' were important, but satisfaction was low.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.677-683
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• 2023

The purpose of the study was to estimate the trajectories of elementary school adjustment in grades 1 through 4. For the purpose, the Korean Children's Panel data were analyzed using potential growth model and the growth mixture model. As the result, the linear model was selected as the optimal model. The four potential groups were derived as trajectories: high-level maintenance, low-level maintenance, low-level increase, and high-level decrease. In terms of group distribution, the most children were in high-level maintenance group and then low-level maintenance, low-level increase, and high-level decrease in order. Based on the findings that trajectories of elementary school adjustment changes as children growth, we suggest that schools and families need to carefully investigate and support their school adjustment in individual levels.

• Korean Journal of Health Education and Promotion
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• v.20 no.2
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• pp.63-79
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• 2003

This study has examined the degree of depression and anxiety among high school students in an urban area and then explored the factors influencing their depression and/or anxiety status. Self-administered questionnaires were offered to 2,381 students from ten high schools in Daejon Metropolitan City. The items for investigation included such factors as various characteristics of school and family life, daily life style, and the degree of depression and anxiety. Based on the study results, the following conclusions were made； 1. The distribution according to the depression degree has shown that 61.9％ of students were normal, 32.9％ of students had mild depression, 5.0％ moderate depression, and 0.3％ severe depression. As for anxiety, 40.2％ of students were normal, while 19.1％ were classified as having anxiety and 40.7％ borderline anxiety. 2. As regards to the degree of depression and anxiety, it was greater in girls than boys, in 3rd graders than 1st and 2nd graders, and in the groups who have recieved lower grades in studies, who had poor relations with their friends and a low feeling of satisfaction with school life. In particular, concerning various characteristics of family life, the scores of depression and anxiety were higher in the groups whose financial conditions were poor, whose parents' interests were lower, whose degree of satisfaction with their family and school life was lower, than their counterparts. 3. According to their life styles higher scores of depression and anxiety were found in the groups whose sleeping time was inappropriate, whose breakfasts were skipped, who ate daily snacks, who didn't take regular exercises, and who had poor health habits, compared to their counterparts, respectively. 4. As for the correlation between the degree of depression and its associated variables, the higher scores of depression were in positive correlation with the groups who had lower grades in studies, poor relation with their friends, low feeling of satisfaction with school and home life, low parents' interest, poor subjective condition of health, breakfast skipping, lack of regular exercises, and lower indices of health habits. 5. As for anxiety, the higher scores of anxiety were in the positive correlation with the groups with poor relation with their friends, low feeling of satisfaction with school and family life, poor subjective condition of health, lack of regular exercises, and poor health habits. 6. The influential factors on the depression of students were selected such as subjective condition of health, sex, feeling of satisfaction with family and school life, grades in studies, relation with their friends, presence of regular exercises, degree of interest of parents, sleeping time, cigarette smoking and eating breakfast. 7. The influential factors on the anxiety state of students were selected such as subjective condition of health, feeling of satisfaction with family and school life, sex, sleeping time, regular exercises, cigarette smoking, snacking and relations with their friends. The present study results suggest that girls rather than boys, higher graders than lower ones are more vulnerable to anxiety and depression state, and besides, various characteristics of school and family life, and daily life style can be influential on students' emotional states. Therefore, better management of psychological status of students is thought to require a wide variety of measures to modify the influencing factors and to encourage social support.

• The Korean Journal of Community Living Science
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• v.23 no.4
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• pp.479-490
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• 2012

This research focuses on the self-concept in children of low-income families. A questionnaire was given to elementary school-aged children(grades 3-6). 454 children from low-income families were surveyed. The major findings were as follows: first, the variables that affected the self-concept among the low-income families children were relatively different. For boys, the major influential individual variables were in the following order: grade, stress, and the father's affective attitude. For girls, the major influential individual variables were in the following order: stress, support from friend, father's affective attitude, and grade. Second, through this comparison, this study examined the relative influence of variables that affected children's self-concept. This study proposes interventions to improve their self-concept mechanisms.