• Korean Journal of Applied Biomechanics
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• v.24 no.1
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• pp.75-83
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• 2014

The purpose of this study was to investigate the degree of improvement of posture and foot balance between the exercise group and the control group after upright body type exercise program of 12 weeks with 14 female students in B female high school. According to the procedure of this study, following conclusion came out. First, The change of head's posture became near a centerline and a significant decrease from $7.57{\pm}13.95mm$ to $2.71{\pm}5.23mm$ in experimental group and there was a statistically significant difference (p<.002). The change of left foot balance was near the perfect balance (50%) from $48.93{\pm}3.87%$ to $49.74{\pm}2.95%$ and right foot balance was from $51.07{\pm}3.87%$ to $50.26{\pm}2.95%$ in experimental group and there were near the perfect balance (50%). The change of left foot balance of control group fall away the perfect balance (50%) from $49.97{\pm}2.67%$ to $49.08{\pm}1.41%$, right foot balance also fall away the perfect balance (50%) from $50.03{\pm}2.67%$ to $50.92{\pm}1.41%$. As a conclusion, upright body type exercise program considered to effect posture and foot balance in female high school girls. Consequently It was suggested that upright body type exercise program with improvement and prevention for posture's unbalance of female high school girls. This program could be utilized for improvement of youth posture and foot balance.

• Journal of Environmental Health Sciences
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• v.36 no.1
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• pp.52-60
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• 2010

High performance liquid chromatography (HPLC) and liquid chromatography mass spectrometry (LC/MS) have been widely used to quantify aflatoxins in food, but these methods are expensive, time-consuming, unsuitable for analysis of the routine screening of large sample numbers and require derivatization and high level techniques to perform. The objective of this study is to detect aflatoxins in a large number of foods by a high efficient analytical system of combined enzyme linked immunosorbent assay (ELISA) for screening and LC/MS/MS for confirmation. The samples spiked individually with aflatoxin $B_1$ (0.5 and 1.0 ng/g) and total aflatoxins (10 ng/g) were analyzed by ELISA and LC/MS/ MS, and the recoveries for ELISA and LC/MS/MS were 71.8~119.2% and 70.8~135.3%, respectively. A total of 378 samples (grains, nuts, soybean and fermented soybean foods, pepper and fermented pepper foods) were purchased from the six major cities in Korea and analyzed by ELISA-LC/MS/MS system. Twenty two (5.8%; peanut: 11, pistachio: 2, walnut: 6, almond: 1, pepper powder: 1, pepper paste: 1) out of 378 samples were screened as aflatoxin B1 positive by ELISA, but, 4 (1.1%; peanut: 2, pistachio:1, pepper powder: 1) out of the 22 samples screened were confirmed as aflatoxins positive at levels of 1.02~52.79 ng/g by LC/MS/MS. ELISA-LC/MS/MS system provides a more rapid, accurate and cost-effective method for the detection of aflatoxins in large number of samples.

• The Korean Journal of Psychodrama
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• v.21 no.2
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• pp.57-72
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• 2018

The purpose of this study is to analyze the effect of the perceptions of school violence and satisfaction after violence prevention sociodrama in the first grade of middle school. This study was carried out in April, 2018, and the experimental group and the control group were 12 students in each of the first grade of middle school in S city and A city. As a result, the level of perceptions of school violence in the experimental group was 14.50 in pre-test, 11.83 in post-test, and 9.33 in average rank. The level of perceptions of school violence in the control group was 14.25 in pre test, 13.83 in post-test, and 15.67 in average rank. The Mann- Whitney U test between the two groups showed statistically significant indicating that school violence prevention programs are effective. The program has been satisfaction in the experimental group and the total average is very high as 4.71 out of five points, in particular the highest satisfaction with 'teacher's class progress'. Through this study, it is expected that the diffusion and spread of school violence prevention sociodrama for middle school students.

• Korean Journal of Human Ecology
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• v.7 no.4
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• pp.99-113
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• 2004

The purpose of this study to find out of the middle school students' knowledge, consciousness and behavior of the environmental problems. The sample of this study were 489 middle school students in Busan area. The collected data were statistically analized by using SPSS program. The major findings were as follows: 1. The level of middle school students' consciousness of environmental problems is 4.07 out of perpect 5. The highest was waste pollution(M=4.35), and the lowest was noise pollution(M=3.39). The level of middle school students' behavior of environmental problems is 3_49 out of perpect 5, which is somewhat lower than the consciousness of environmental problems. The highest was air pollution(M=4.11), and the lowest was water pollution(M=3.23). 2. The middle school students' consciousness and behavior of environmental problems showed passive corelation$(P<.01)$ : The higher the consciousness of environmental problems is better the behavior of environmental problems. 3. The level of middle school students' knowledge of environmental problems showed notable difference with sex$(P<.01)$ and a school year$(P<.05)$.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.15-28
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• 2020

This study aimed to develop an HTE (It is an abbreviation for Here, There, and Everywhere) STEAM program combining with the use of an analogy in a middle school subject unit 'the solar system' and realize creative education for intelligent information society through a process of verifying the effectiveness of the program. For reference, the program was applied to 354 students in the first grade of two middle schools in South Korea - one was A middle school in Sejong City, the other B middle school in Pyeongtaek City. The STEAM program was revised and made up for the weak points for three times by a group of experts, and then it got verified for validity. The final version of the program was applied to middle school education sites in Korea for six periods in total. In other to confirm the effectiveness, two types of tests - logical thinking ability test and STEAM attitude test - were conducted before and after the program treatment. On top of that, the STEAM satisfaction test was also implemented in order to explore the students' recognition of the program after the program treatment. The results of this study were as follows. First, it turned out the STEAM program using the analogy was effective in improving the students' logical thinking ability. Second, the STEAM program blended with the analogy was also effective in improving the students' STEAM attitude. Third, the students' recognition of the STEAM program using the analogy was quite positive, and the program was efficacious in intriguing the students' interests in science. Judging from the results of the program, the students' satisfaction with the classes they take will be expected to be higher if the STEAM program is implemented in the next-term classes with more sufficient time.

• Clean Technology
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• v.15 no.3
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• pp.165-171
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• 2009

In this study, we found out the relation between $FeCl_3$ recovering-concentration and stage number of extraction process for invar (Fe+Ni) etching process. In order to get the desired $FeCl_3$ recovering-concentration economically, we developed the simulation program for designing the optimal $FeCl_3$ extraction process. We got the key parameter for this simulation program through pilot scale experiments. The process simulation by the developed program could reduce the emission of waste etching solution as well as the treatment costs. In addition, the developed program could calculate the number of stage of the etchant recovering system and the process time to get the desired concentration of $FeCl_3$. This program was used to compute the optimal capacity of the etchant recovering system and applied to the optimization of the stage of the etchant recovering system in real IT industry.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.147-160
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• 1994

The purpose of this study was to review the literatures on designing and developing the CAI program and to develop the middle school students’CAI program for tutorial and instructional game. For these purposes, the learning and instructional theories and the developing phases and strategies for the program were reviewed to design the CAI program. And then the developing unit was selected and the CAI types and the developing direction were set according to the analysis of the CAI programs and related literatures on home economics teaching, The four phases-analysis, design, development, and formative evaluation-were carried out in this study. The results of this study are as following: 1. The CAI porgram was developed on health and food life units. The program contains 12 classes on health and food life in two floppy diskettes. It consisted of total 9,000 lines and 76 frame and takes two hours to study this program. This program could be used in educational computers an could be utilized for unit learing tutorial. It was composed of three parts-unit learning, finding maze, and finding food. In the unit learning part, the learning contents in health and food life units were structured and presented. In finding maze and food part, the basic and the applied problems were presented with game. The characteristics of this program were as followings: (1)This program was able to bring learners’motivation due to the strategies of tutorial and instructional game and they can interestingly learn the program for themselves. (2) The learner could practive the learning contents repeatedly and unit learning while playing the gaming, (3) The learner himself can review and supplement the learning contents without teacher’s help. (4) This program was developed to unit learning on health and food life, on the other hand so far many CAI programs for home economics teaching were developed for studying separate learning units. 2. To effectively utilize this program, the guide book for the student and the teacher was developed. It contained method of using the program, introduction of the program, review of the program, the program objectives, the learning contents, and the keys to progress the program.

• Journal of Nutrition and Health
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• v.42 no.4
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• pp.338-349
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• 2009

We aimed to evaluate the effect of nutrition education program on nutrition knowledge, dietary behavior, dietary intakes and anthropometric parameters in primary school children. Eighty five 4th grade children (boys = 43, girls = 42) were enrolled in the intervention program for 5 months. The subjects were asked to fill out a questionnaire about nutrition knowledge and dietary behavior two times, at the baseline and after completion of the program. Dietary intake information was collected from participants using a 3-day food record and their anthropometric parameters were measured. Upon completion of the intervention program, both nutrition knowledge and dietary behavior scores were significantly improved in all subjects. Energy intake was increased from 1,571.9 kcal to 1,734.1 kcal with significant improvements in nutrient density for protein, Ca, P, K, vitamin A and niacin. While subjects' height, weight, lean body mass and soft lean mass were significantly increased during the program, significant decreases were observed in the rohrer index, percent body fat, waist-hip ratio and body fat mass. The changes in nutrition knowledge scores were positively correlated with the changes in dietary behavior scores, micronutrient intakes and anthropometric parameters. These results indicate that enhancement of nutrition knowledge through well-planned long-term nutrition education program is effective not only for the improvement of dietary behaviors and dietary intakes but also for the positive changes in anthropometric parameters among primary school children.

• The Journal of Korean Society for School & Community Health Education
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• v.11 no.1
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• pp.27-39
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• 2010

Objectives: This study was conducted to find out caries preventive effect on permanent teeth among children who brush teeth with fluoride-containing toothpaste by supervised weekly fluoride mouthrinsing program in elementary schools. Methods: The epidemiologic dental survey was performed on the elementary schoolchildren of supervised weekly fluoride mouthrinsing program (FMR) with 0.2 percent neutral sodium fluoride solution and control group in 2007. Caries preventive effect on permanent teeth by fluoride mouthrinsing program were calculated by DMFT index and DMFS index between FMR group and control group. Results: By DMFT index between FMR group and control group, caries rates on permanent teeth of the fourth-, fifth- and sixth-grade children participating in FMR program were 34.1%, 40.8% and 31.5%, respectively. By the DMFS index between FMR group and control group, caries preventive rates on permanent teeth of the fourth-, fifth- and sixth-grade children participating in FMR program were calculated 25.4%, 37.7% and 33.5%, respectively. Conclusions: We suggest that fluoride mouthrinsing program should be developed to all elementary schools to prevent dental caries.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.385-408
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• 2014

The purpose of this study is to find out the actual status of the math after-school program in the elementary school and the content of the program. We survey the 115 math external math lecturers of the 100 elementary schools in Busan and analyze the results. Research questions are set as follows. 1. What is the status of the elementary math after-school? 2. How is the content of the program of the elementary math after-school? The results of the survey are analyzed as follows. First, any of the external math after-school lecturer did not major in math education and 87% of them majored in another discipline. Second, 47% of the external math after-school lecturers are employed by privately-held companies. Third, 64.4% of the content of the after-school programs is the supplement and deepening of the regular math class. Fourth, 76.5% of the time of the first class of the math after-school program is 50 minutes and 46% of the math after-school opens 5 classes per a week. Fifth, most programs consist of the problem-solving style class. Sixth, it is difficult to run the math after-school according to students' level and grade. Based on the above discussion, I suggest the following. First, math after-school class should be the action-oriented class to motivate the positive and interested participation of the students. Second, lecturer training and various math class programs is required to improve the quality of the math after-school class.