• Journal of dental hygiene science
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• v.15 no.1
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• pp.46-53
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• 2015

The purpose of this study is to identify the awareness of oral health workforce and the attitude concerning the health insurance benefit on topical fluoride application. The subjects are 173 dentists and 288 dental hygienists. The data were collected using a self-administered questionnaire and analyzed using SPSS 12.0 statistical program. The findings of the study were as follows: Agree's (including strongly agree) ratios regarding to the health insurance benefit of topical fluoride application was 92.5% for dentists and 90.8% for dental hygienists. Appropriate age of health insurance benefit about the topical fluoride application was elementary, middle and high school students (8~19 years). This response ratio was high 45.7% for dentists and 43.2% for dental hygienists. Appropriate copayment (mean value) of health insurance about topical fluoride application coverage showed that NaF, $SnF_2$ solution and acidulated phosphate fluoride gel were 25,782 Korean Won (KRW) for dentist and 14,282 KRW for dental hygienist. Fluoride varnish copayment was 31,705 KRW for dentist and 17,979 KRW for dental hygienist. Fluoride iontophoresis copayment was 40,156 KRW for dentist, and 21,210 KRW for dental hygienist. The frequency of health insurance benefits about topical fluoride application was high in 'unlimited (37.5%)' for the dentists and 'two times (31.3%)' for dental hygienists. In conclusion, topical fluoride application should be included as one of the health insurance benefit items for oral health.

• Journal of the Korean Society of Food Science and Nutrition
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• v.37 no.11
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• pp.1435-1442
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• 2008

The purpose of this study was to identify the influence of consumption value on healthy functional food choice. Also, this study explored the role of health motivation, health concern, and food involvement as a moderating variable in the relationship between consumption value and healthy functional food choice. A total of 281 responses were collected using on-site survey (response rate 96.0%) from college students in Daegu, Gyeoungbuk Province. The questionnaire contained questions on consumption value, health motivation, health concern, food involvement, and purchasing intention of healthy functional food. The respondents rated the items using a 5-point scale from 1 (strongly disagree) to 5 (strongly agree). According to the confirmatory factor analysis, item evaluating using factor loading resulted in the retention of 25 consumption value items loading on seven factors, four health motivation items loading one factor, six health concern items loading on one factor, and four food involvement items loading on one factor with an internal consistency. Results of stepwise regression found that social value-I, emotional, functional, epistemic, and conditional values among consumption value determined the purchasing intention of healthy functional food. Results of hierarchical regression showed that health concern had a positive effect on the relationship between social value-I and purchasing intention of healthy functional food.

• Journal of Nutrition and Health
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• v.44 no.3
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• pp.243-254
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• 2011

The purpose of this study was to investigate the general characteristics, body shape, and perceptions of weight control in individuals consuming functional health foods and weight-control foods. The survey was conducted between April 15 and June 17, 2010 among 199 (57 males and 142 females; age range, 25-45 years) in Seoul and Gyeonggi-do, who experienced eating functional health foods or weight control foods during the past year (June 2009 to June 2010). The subjects were divided into a weight-control food group (89 adults) and a functional health food group (110 adults). The subjects were comprised of a high proportion of aged (average age, $34.2{\pm}5.9$ years), graduates (71.9%), and married (65.8%) individuals. In the weight control food group, gender, age, and educational background were similar and the ratios of service/technical employees, college students, and normal-weight individuals [body mass index (BMI), < 23] were high. BMI was significantly different by gender (p < 0.001), age (p < 0.01), marital status (p < 0.001), and job type (p < 0.001). Self-perceived health status showed a higher response for "in good health" in the 35-44 year old group than that in the 25-34 year old group (p < 0.05). Male group satisfaction for body shape was significantly higher than that in the female group. The main reason for going on a diet was significantly different by gender (p < 0.05) and BMI (p < 0.01). The main motives for dieting were "because I am not at an ideal weight" and "because of the social atmosphere and the attention of others " in men, but "can't wear the clothes I want" in women (p < 0.01). The most preferable product type related to the two groups was significantly different by job (p < 0.001) and BMI (p < 0.05). However, no significant differences were observed for questions about body shape perception and weight control. Consumers who had different general characteristics and used diet products perceived body shape and weight control differently. Additionally, no meaningful differences were observed when the results were categorized by product type, except job and BMI, but the distribution of consumer characteristics showed different tendencies. These results can be utilized as basic data for developing new diet products to help people control their weight more scientifically and appropriately in the future.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.5
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• pp.626-635
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• 2009

The purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in school food service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate school of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting school nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in school food service programs.

• Journal of Venture Innovation
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• v.1 no.1
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• pp.49-65
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• 2018

For a long time the German economy was primarily defined by large corporations and thriving small and medium-sized enterprises. Since about 2005 a second strand has started to emerge and it is one which is becoming increasingly important and is creating jobs - start-ups in the digital sector. This start-up activity is taking an important role in Germany's economic development: Start-up companies spawn innovations and create jobs, thus promoting the concept of competition. In general "start-up" refers to digitally-driven companies that are not more than five years old. Germany's start-up policy consists of three main parts. First of all, Germany has the characteristics of technology-based start-ups. The Hartz reform since 2002 has shown its focus on technology-based start-ups. In particular, it is the most appropriate for a start-up company to take the role of a new technology company to respond to changes in the global industrial structure. Second, it is approaching from a long-term perspective. In this regard, the small business policy, including Germany's new business policy, is seen as a tradition that can be consistent and can make policy decisions based on the basics rather than following the times. Third, the government is implementing policies centered on demand. Germany's start-up policy is summarized as a technology-based policy and new job creation. The policy response is that the government seeks the best combination of policies by adapting them to the times from the broad trend of employment market policies. What is important here is that policies are made based on consumers, not suppliers, in the process of policy making and implementation. With the Digital Agenda 2020 the Federal government has likewise committed itself to preparing the digital economy for international competition and making Germany the "No. 1 digital growth country in Europe". Ever since 1998 the Federal Ministry for Economic Affairs and Energy (BMWi) has awarded the "EXIST" start-up scholarship to students and graduates. The Ministry also invests in the High Tech start-up fund. Together with Kreditanstalt für Wiederaufbau (KfW) and 18 other investors from the world of business the seed investor promotes young technology companies. Germany offers start-ups a good infrastructure and lots of funding opportunities. Berlin is regarded as Europe's start-up capital and also attracts lots of international young entrepreneurs.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.12
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• pp.1794-1800
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• 2009

This research was performed to acquire dietitians' attitudes toward events marketing at school foodservice operations in the Busan area. A total of 359 questionnaires were distributed to dietitians employed at school foodservice operations in Busan from July 1 to 31, 2006 (response rate: 93%). All dietitians assessed the importance and performance of event marketing at 3.39/5.00 and 2.78/5.00. The elementary and high school had significantly (p<0.01) higher average scores of performance of event marketing than those of the middle school. The contract managed foodservices had significantly (p<0.01) higher average scores of performance of event marketing than those of the independent managed foodservices. In the Importance-Performance Analysis (IPA), high importance and high performance (B area: doing great) were seasonal event, traditional festival day event, subdivisions of the seasonal event, environment event, school event, the day event and high importance whereas low performance (A area: focus here) was health event. Event marketing increased customer satisfaction and confidence. Therefore, these results suggest that there may be a need to implement special events at school foodservice in order to increase students' satisfaction.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of Global Scholars of Marketing Science
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• v.19 no.3
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• pp.49-61
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• 2009

This article provides training exercises for executives into interpreting subroutine maps of executives' thinking in processing business and industrial marketing problems and opportunities. This study builds on premises that Schank proposes about learning and teaching including (1) learning occurs by experiencing and the best instruction offers learners opportunities to distill their knowledge and skills from interactive stories in the form of goal.based scenarios, team projects, and understanding stories from experts. Also, (2) telling does not lead to learning because learning requires action-training environments should emphasize active engagement with stories, cases, and projects. Each training case study includes executive exposure to decision system analysis (DSA). The training case requires the executive to write a "Briefing Report" of a DSA map. Instructions to the executive trainee in writing the briefing report include coverage in the briefing report of (1) details of the essence of the DSA map and (2) a statement of warnings and opportunities that the executive map reader interprets within the DSA map. The length maximum for a briefing report is 500 words-an arbitrary rule that works well in executive training programs. Following this introduction, section two of the article briefly summarizes relevant literature on how humans think within contexts in response to problems and opportunities. Section three illustrates the creation and interpreting of DSA maps using a training exercise in pricing a chemical product to different OEM (original equipment manufacturer) customers. Section four presents a training exercise in pricing decisions by a petroleum manufacturing firm. Section five presents a training exercise in marketing strategies by an office furniture distributer along with buying strategies by business customers. Each of the three training exercises is based on research into information processing and decision making of executives operating in marketing contexts. Section six concludes the article with suggestions for use of this training case and for developing additional training cases for honing executives' decision-making skills. Todd and Gigerenzer propose that humans use simple heuristics because they enable adaptive behavior by exploiting the structure of information in natural decision environments. "Simplicity is a virtue, rather than a curse". Bounded rationality theorists emphasize the centrality of Simon's proposition, "Human rational behavior is shaped by a scissors whose blades are the structure of the task environments and the computational capabilities of the actor". Gigerenzer's view is relevant to Simon's environmental blade and to the environmental structures in the three cases in this article, "The term environment, here, does not refer to a description of the total physical and biological environment, but only to that part important to an organism, given its needs and goals." The present article directs attention to research that combines reports on the structure of task environments with the use of adaptive toolbox heuristics of actors. The DSA mapping approach here concerns the match between strategy and an environment-the development and understanding of ecological rationality theory. Aspiration adaptation theory is central to this approach. Aspiration adaptation theory models decision making as a multi-goal problem without aggregation of the goals into a complete preference order over all decision alternatives. The three case studies in this article permit the learner to apply propositions in aspiration level rules in reaching a decision. Aspiration adaptation takes the form of a sequence of adjustment steps. An adjustment step shifts the current aspiration level to a neighboring point on an aspiration grid by a change in only one goal variable. An upward adjustment step is an increase and a downward adjustment step is a decrease of a goal variable. Creating and using aspiration adaptation levels is integral to bounded rationality theory. The present article increases understanding and expertise of both aspiration adaptation and bounded rationality theories by providing learner experiences and practice in using propositions in both theories. Practice in ranking CTSs and writing TOP gists from DSA maps serves to clarify and deepen Selten's view, "Clearly, aspiration adaptation must enter the picture as an integrated part of the search for a solution." The body of "direct research" by Mintzberg, Gladwin's ethnographic decision tree modeling, and Huff's work on mapping strategic thought are suggestions on where to look for research that considers both the structure of the environment and the computational capabilities of the actors making decisions in these environments. Such research on bounded rationality permits both further development of theory in how and why decisions are made in real life and the development of learning exercises in the use of heuristics occurring in natural environments. The exercises in the present article encourage learning skills and principles of using fast and frugal heuristics in contexts of their intended use. The exercises respond to Schank's wisdom, "In a deep sense, education isn't about knowledge or getting students to know what has happened. It is about getting them to feel what has happened. This is not easy to do. Education, as it is in schools today, is emotionless. This is a huge problem." The three cases and accompanying set of exercise questions adhere to Schank's view, "Processes are best taught by actually engaging in them, which can often mean, for mental processing, active discussion."

• Journal of the Korean earth science society
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• v.23 no.6
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• pp.461-473
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• 2002

Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.