• Journal of the Korean Dietetic Association
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• v.23 no.2
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• pp.155-179
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• 2017

The purpose of this study was to compare the task elements categorized into required and additional man power's implemental between present and future-oriented duties of school nutrition teachers. The survey consisted of five duties, 27 tasks, 93 task elements, and 270 work details in the task elements of school nutrition teachers. A pilot-test was first conducted on nutrition teachers to confirm the survey contents, and then a main survey was performed on 240 school nutrition teachers, using a self-administrated online method, from July 16 to September 5, 2016. To compare present and future-oriented tasks, frequency analyses were conducted. Work details in the task elements were categorized into 'required' and 'additional man power's implemental', depending on school nutrition teachers' responses, based on a 50% cut-off percentage. The results showed that 13 work details among 60 work details (21.7%) in the 'Duty C. Safety and hygiene management of school foodservice', and 15 work details out of 106 work details (14.2%) in 'Duty B. Foodservice management practices' were identified as additional man power's implemental in future oriented duties. As to 'Duty A. Nutrition management', only three work details among 55 work details (5.5%) were identified as additional man power's implemental. On the other hand, all work details in 'Duty D. Nutrition diet education and counseling and 'Duty E. Reinforce professionalism' were identified as "required" as school nutrition teachers' duties. These findings imply that school nutrition teachers perceive nutrition management and education as their primary duties to the fulfill school foodservice' mission of promoting students' health and fostering students' dietary behaviors. The study offers practical and governmental implications, which can encourage school nutrition teachers to perform their primary duties.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.525-540
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• 1997

The present study tested the hypothesis that maturation of the prefrontal lobes is a crucial factor determining the performance of scientific reasoning tasks, Functions of the prefrontal lobes, such as activating relevant information, sequential planning and monitoring, and inhibiting irrelevant information, are related thinking patterns with scientific reasoning. Therefore, we inferred the idea that the prefrontal lobes play an important role in scientific reasoning. To test the hypothesis. the present study investigated a prefrontal lobe patient's task solving procedures in scientific reasoning tasks and the correlation and regression analysis between a test of prefrontal lobe function and two scientific reasoning tasks, The perseverative errors in the Wisconsin Card Sorting Test(WCST) was used as a measure of the prefrontal lobe function, The Melinark Type Task and the Classroom Test of Scientific Reasoning were used as measures of scientific reasoning abilities. Ages and Group Embedded Figure Test were also used as measures of two alternative hypotheses, general maturation and field independency respectively. The prefrontal lobe patient showed a crucial deficiency in solving scientific reasoning tasks. In the tasks, the patient could not used the reasoning of If... and... then... therefore pattern. In correlation study, the perseveration errors of the WCST showed a significantly negative correlation with two scientific reasoning tasks. Multiple regression study also showed that the perseveration errors measured as a function of the prefrontal lobes have more contribution to scientific reasoning ability than contributions of alternative hypotheses. Therefore, the present study supported the hypothesis that prefrontal lobes play a crucial role in scientific reasoning ability, What function of the prefrontal lobes do play crucial role in scientific reasoning? The present study provided an explanation for the question, which inhibiting ability of the prefrontal lobes is responsible for the scientific reasoning ability, in a part at least. That is, perseverative tendency in task-solving procedures causes a deficiency of an ability to inhibit the wrong information to solve a task. The present study provided a possibility of neuropsychological approach in science education research. The present study also showed an importance of the prefrontal lobe development in the performance of scientific reasoning task.

• Speech Sciences
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• v.12 no.4
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• pp.183-195
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• 2005

In the present study, we investigated development of verb inflections or endings in 3- to 5-year old Korean-speaking children using 28 action verbs for both comprehension and production tasks. For each verb, a l0-second long motion picture and a sheet of paper with three random-ordered color pictures representing 'before, in the middle of, at the end of' the action were generated. A past tense inflection' -et ta,' two present progressive verb endings '-enta' & '-ko itta.' a future tense ending '-elyeko hanta' were tested. In the comprehension task, children were asked to point to a picture correctly representing the tense of a presented verb. In the production task, children were asked to produce a verb with correctly marking the tense of a presented picture. The order of the two tasks were counterbalanced across the children, and the motion pictures were only presented in the first task. Across the ages, the performance accuracies on both comprehension and production tasks were the highest for the past tense marking followed by two present progressive and future tense markings. For each verb endings, the changes of accuracies across ages were analyzed in both tasks. The types of errors for production tasks were also reported.

• Phonetics and Speech Sciences
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• v.2 no.1
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• pp.127-133
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• 2010

The purpose of the present study was to examine the relationship between sentence repetition and sentence production in school-age children. The participants included 120 school-age children through 1st to 6th grades who were then divided into three grade groups (lower grade: 1st to 2nd grades, intermediate grade: 3th to 4th grades, and higher grade: 5th to 6th grades). The repetition task consisted of 32 sentences that were classified by sentence length (5, 6, 7, and 8 words) and structure (conjunctive and embedded sentences). The sentence production task utilized Lee's (2007) grammaticality judgement and sentence combining task. The findings of present study were as follows. (1) The higher grade performed significantly better than the lower and intermediate grades. (2) The participants performed significantly worse when imitating longer sentences than when imitating shorter ones. In addition, there were interaction effects between grade groups and sentences length. (3) The participants performed significantly better when imitating conjunctive rather than embedded sentences. (4) There was significantly positive correlation between the sentence repetition and sentence production task.

• Journal of Information Technology Applications and Management
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• v.21 no.2
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• pp.99-126
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• 2014

Tourism industry increasingly rely on information technology (IT) to improve the task performance. Many studies suggested that the evidence of IT showed not only task performance improvement but also organizational performance. Drawing from the resource-based view, technology and task fitness, and marketing orientation theories, this study proposes that IT use influences directly the task performance and proved the effectiveness of IT in the organizations of tourism industry. Further, the innovativeness, resources, and marketing orientation are identified as main determinants of IT use. The use of IT can serve as a catalyst in improving task performance for organizations in tourism industry. Based on data collected from surveying people who work in the tourism industry, the present study shed light on these issues. The findings provide a new perspective of IT effectiveness in the tourism industry. Then, we discussed the theoretical and practical implications.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.15-40
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• 2005

This study basically investigates the meaning and properties of performance task applicable to mathematics classroom and it finds out how to run effectively performance task activities included in the present mathematics textbooks. To accomplish this, this study deals with twelves kinds of mathematics textbooks for ninth graders and is proceeded on the basis of textbook analysis and teacher interview. Considering a situation that in future mathematics textbook would be developed, according to the analytic results of this study, common understanding of performance task and qualified performance task are needed, a variety of tasks classified by differentiated level are needed. In addition, each task should be dealt with the contents related to curious and interesting real-life situations. Furthermore, fairness of checking and recording should be established and teachers' positive attitudes to applying performance tasks to math class are needed.

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.53-64
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• 1992

The purpose of the present research was to investigate developmental trends in children's class-inclusion performance and to examine the influence of task characteristics(provision or deprivation of quantitative information and perceptual information) on a class-inclusion task. The subjects of this study were 96 children, 12boys and 12girls at each age level. 5, 6. 7 and 8 years of age. The experimental materials consisted of 12 stimulus boards which were constructed on the basis of picture cards used by Judd and Mervis(1979) and Lane and Hodkin(1985). The class-inclusion tasks were individually administered by the researcher. The data were analyzed by the statistical methods of t-test, one-way ANOVA and Duncan multiple range test. The results showed that (1) There were significant age differences in children's class-inclusion performance. That is, children's performance scores on the class-inclusion task increased with age.: (2) There were significant task characteristics differences in children's class-inclusion performance. That is, children performed better on the deprivation of quantitative information task than on the provision of quantitative information task.

• Journal of the Korean Society of Physical Medicine
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• v.6 no.1
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• pp.9-17
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• 2011

Purpose : The purpose of this study was to compare the effects of performing feedback vs repeative tasks on lower extremity motor function and falls efficacy in chronic hemiplegic patients. Methods : 40 hemiplegic patients took part in this study. The average age of the feedback-task group was 68.45 years and 68.20 in the repeative-task group. All subjects participated in the study for 8 weeks, doing exercises 3 per day per week. All participants were assessed by using the Berg balance scale (BBS), the lower-extremity subscale of the Fugel-Meyer assessment of sensorimotor impairment (FMLE), and the falls efficacy scale (FES). The data were analyzed using a paired t-test. Results : After 8 weeks of exercise training, the results of this study were: the BBS and FMLE of hemiplegic patients showed a feedback-task and repeative-task groups (p<0.05). The FES of hemiplegic patients also showed a significant difference between the quantitative-task and qualitative-task groups (p<0.05). Conclusion : We present findings suggesting that chronic hemiplegic patients could improve their standing balance ability better through a feedback-task exercise program, as opposed to a repeative-task exercise program.

• Phonetics and Speech Sciences
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• v.6 no.2
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• pp.123-131
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• 2014

The purpose of this study is to investigate the comprehension and production of various tense markings in Korean-speaking children with and without language delay. Thirty children with language delay(LD) and 30 typically developing(TD) children participated in the study. In each group, half were at the age of 4-years and the other half at 7-years. In both the comprehension and production task, 28 verbs containing four types of tense markings were used: past tense '-et ta', two present progressives '-ko itta', '-enta', and future tense '-elyeko hanta'. In the comprehension task, the children were presented with three printed still-scenes of video recording of a verb action, each representing future, present progressive, and past tense of the verb, respectively. Then they listened to the action verb with one of the 4 tense markings and had to pick the scene that matched the verb tense. In the production task, the children were given one of the three scenes and asked to produce the verb with appropriate tense marking. In both tasks, the LD children performed significantly worse than the TD children, and the older children performed significantly better than the younger children. Interestingly, the pattern of performances across different types of tense markings at the two language-age levels were closely similar in LD children and TD children. This similarity of groups seemed stronger in the comprehension task than the production task.

• Korean Journal of Child Studies
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• v.16 no.2
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• pp.125-138
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• 1995

The purpose of the present research was to study developmental trends in categorical organization strategy. The subjects were 160 children - 40 nine - year - old boys, 40 nine - year - old girls, 40 seven - year - old boys, 40 seven - year - old girls. All subjects received one of three lists of items differing in category representativeness in either a free -recall or a sort -recall task. The selection of list materials permitted separation of the effects of age differences in category knowledge from those of knowledge per se on children's recall behavior. The tasks were administered to children individually with the memory task followed by the metamemory task. The data was analyzed with three - way ANOVA arid Pearson's correlation coefficient. The results were that (1) Children's recall, clustering, and metamemory increased with age, while age effects for clustering were restricted to the sort - recall/high typicality condition. At each age level, children showed higher level of recall, clustering and metamemory for category typical rather than atypical list, and sort - recall than free-recall. Level of clustering and metamemory were superior in the sort - recall task and for items of high category typicality. (2) 9 - year - old children were capable of deliberately and efficiently using category organization as a memory strategy at least when appropriate contextual support was present (as determined by task requirements and list materials: sort - recall/high typicality).