• Journal of the Korean Society of Food Culture
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• v.24 no.1
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• pp.96-105
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• 2009

This study was conducted to identify the factors associated with weight control and nutritional knowledge of juvenile delinquents. The average heights of the subjects in this study were 172.20 cm (male) and 160.89 cm (female), and the average weights were 66.73 kg (male) and 58.42 kg (female), and the BMIs (Body Mass Index; $kg/m^2$) were 22.46 (male) and 22.54 (female). The results of this study revealed that 41.4% of the subjects were over weight or obese. In addition, there were significant differences in the BMI, satisfaction with body image and perception of body image observed between male and female subjects. Furthermore, female subjects were more experienced at weight control than male students (p<0.001). Additionally, overweight and obese individuals had more experience with weight control than subjects that were not overweight. Moreover, there were significant differences in the reason that subjects took weight control measured between male and female students. Specifically, female subjects practiced weight control due to their appearance (p<0.001). The order of methods by which male subjects attempted to control their weight was exercise>diet control>starvation and for girl student were diet control>starvation>excercise. The nutritional knowledge scores were higher for female subjects than for mele subjects. In addition, the nutritional knowledge scores increased as the BMI value increased and the $father^{\circ}{\emptyset}s$ educational level increased. These results of this study could be useful data to plan and develop nutritional education programs for juvenile delinquents.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.283-290
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• 2023

This study investigates the influential factors on online word-of-mouth (eWOM) intentions towards educational tourist destinations, primarily focusing on Korean universities and Chinese tourists. It reveals a positive correlation between eWOM intentions and the desire to enroll in these institutions. The significance of eWOM for attracting Chinese students elucidates the importance of establishing a strong brand image and ensuring high levels of tourist satisfaction. Moreover, social media users who travel for education purposes were found to emphasize self-image consistency and conspicuous self-expression. This research underscores the utility of leveraging social media to enhance the perception of educational tourist attractions, promoting these destinations, and stimulating eWOM, thereby enriching the understanding of the strategic use of social media in international student recruitment.

• Journal of the Korean Society of Food Culture
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• v.21 no.4
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• pp.366-374
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• 2006

This study was carried out to compared the characteristics of the underweight university students with those of overweight university students. The surey was carried out by self-questionnaires with 97 underweight and 156 overweight university students. The results are summarized as fellows. Breakfast was skipped in 37.1% of underweight and 46.2% of overweight students and it appeared overweight students eat faster than underweight students. The 16.5% of underweight and 75.0% of overweight students have correct perception about their body image. The percentage of weight control experience were 25.8and 55.8 in the underweight and overweight students, respectively. Blood levels of lipid profiles(triglyceride, LDL cholesterol, and HDL cholesterol), hemoglobin, AST and ALT were anaylzed. Plasma levels of triglyceride, total cholesterol, LDL cholesterol, and HDL cholesterol of underweight students were 96.41, 143.75, 97.53 and 56.27 mg/dl, and those of overweight students were 107.99, 164.31, 100.08 and 53.64 mg/dl, respectively. Blood parameters were in normal range in both group. Plasma triglyceride, total cholesterol and LDL cholesterol levels o( overweight students were higher than those of underweight students. On the other hand, plasma HDL cholesterol levels of overweight students were lower than those of underweight students. Plasma levels of AST and ALT were in normal range in both group. However, AST and ALT levels of overweight students were higher than that of underweight students. Therefore they should have a nutritional education program to improve their dietary and living habits for overweight students' health. And nutritional education program should be organized practically and systematically

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1255-1279
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• 2010

Much has already been learned about what goes on in the minds of second language writers as they compose, yet, oddly enough, until recently little in the L2 research literature has addressed writing and mental imagery together. However, images and imaging (visual thinking) play a crucial role in perception (the basis of mental imagery), in turn, affecting language, thinking, and writing. Many theorists of mental imagery also agree that more than just language accounts for how we think and that imagery is at least as crucial as language. All of these demands, to be sure, are compounded for EFL students, which is why I investigate EFL students' writing process, focusing on the use of mental imagery and its relationship to the writing. First I speculate upon some ways that imagery influences EFL students' composing processes and products. Next, I want to explore how and whether the images in a writer's mind can be shaped effectively into a linear piece of written English in one's writing. I studied two university undergraduate EFL students, L and J. They had fairly advanced levels of English proficiency and exhibited high level of writing ability, as measured by TOEFL iBT Test. Each student wrote two comparison and contrast essays: one written under specified time limitations and the other written without the pressure of time. In order to investigate whether the amount of time in itself causes differences within an individual in imagery ability, the students were placed under strict time constraints for Topic 1. But for Topic 2, they were encouraged to take as much time as necessary to complete this essay. Immediately after completing their essays, I conducted face-to-face retrospective interviews with students to prompt them for information about the role of imagery as they write. Both L and J have spent more time on their second (untimed) essays. Without time constraint, they produced longer texts on untimed essay (149 vs. 170; 186 vs 284 words). However, despite a relatively long period of time spent writing an essay, these students neither described their images nor detailed them in their essays. Although their mental imagery generated an explosion of ideas for their writings, most visual thinking must merely be a means toward an end-pictures that writers spent in purchasing the right words or ideas.

• Educational Technology International
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• v.6 no.1
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• pp.41-63
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• 2005

E-Learning is widely introduced with cyber universities in Korea from 2001 whencyber universities were first authorized by the Ministry of Education and Human Resource Development. E-learning amplified by cyber university gave a big impact in the campus based university which became the cause for the educational paradigm shift. The changes of status of cyber university shows important trend in college education which was analyzed by enrollment rate, types of cyber university, demography, and study areas. The enrollment rate of cyber universities is ever since 2001 and variety of study areas gives popularity to students. The demography of students is as expected older than traditional students. Female students at the cyber university outnumbered that at campus based university in Korea. For analyzing the trend of e-learning in Korea, there were studies twice in 2001 May-June from 213 faculty members and staff, 630 students and in 2004 May-June with 401 students. Most of e-learning students tent to spend less time yet, students feel more burden with e-learning. Professors tend to load more materials for the e-learning in 2001but in 2004 study, the difference no longer exists. Professors and students feel the academic achievement through e-learning is not as good as from the traditional classes. Difficulties for e-learning in 2001 were the lack of administrative information but in 2004, boring contents and lack of instructional strategies for e-learning. Technical problems still do exist but less serious. Suggestions for e-learning are blended learning, online students prefer video streaming with their own lecturer, new definition of instructor is needed, professional development for content development and online instruction is needed, success story of online learning should be encouraged, guidance for online students needed. The cyber university experiencegave a positive impact on the traditional universities such as rethinking the roles of universities, the quality control of classes, professional development, student oriented educational service of e-learning pedagogy.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.252-268
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• 2024

This study developed a field trip program called "Planning a science exhibition" and explored elementary science-gifted students' perceptions of the program and learning experiences influencing them. To this end, 56 elementary science-gifted students in grades 4-6 from in an university-affiliated science-gifted education institute in metropolitan area were selected to participate in the field trip program. After the program, the students answered a survey regarding their perceptions of the program. Additionally, 19 students were selected for group interviews to further explore their survey responses. Results showed that many elementary science-gifted students perceived the program positively in various cognitive and affective aspects. Some students also pointed out certain limitations of the program. Five interconnected learning experiences were identified as influencing the students' perceptions: "experiences fostering creativity", "non-residential camp-type project-based learning experiences", "self-directed learning experiences", "experiences utilizing digital devices", and "collaborative experiences". Educational implications regarding these results were discussed.

• Journal of the Korean Society of Costume
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• v.31
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• pp.165-188
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• 1997

This study aims at 1) examining the perceived importance of clothing norms 2) examining relationship between perceptions of clothing norms clothing behavior and psycho-logical variables-ego identity(uniqueness and self acceptance) and sex role identity and 3) ascertaining any significant differences in the level of the perceived importance of clothing norms among variables-sex role identity and the uniqueness in psychological variables-and which variables are influencingon perception of clothing norms. The perception of cloth in norms inventory clothing norms inventory clothin behavior inventory ego identity in-ventory and the Bem Sex Role Inventory were administered to 620 college students. Sex role identity was classified into androgynous mas-culine feminine and undifferentiated type. Subjects were asked to rate each statement on the clothing norms under two kinds of instructions: their attitudes(TATT) and their beliefs about the expectations of others toward clothing norms(TBEO). 1) The scores of 3 TBEO of the students were higher than the scores of TATT. But the scores of TBEO concerning modesty of students were lower than the scores of TATT. Discrepancy scores of TATT and TBEO of the students were revealed significances differently according to clothing norms. males lower and higher class students had more free attitudes to the norms concerning genaral clothing attitudes. Females and higher class students had less free attitudes to the clothing norms concerning modesty. Females and lower and higher class students had more free attitudes to the norms concening sex-role related clothing attitudes but male students had less free to the sex-role related clothing norms. 2) Significant negative correlations between each variable of clothing norms and conform-ity-individuality were found. But negative correlations between those variables of the males and lower class students were higher than the correlations of the female and higher class students and the former had more posi-tive relationships with clothing norms and con-formity as compared with the latter. And sig-nificant positive correlations between each variable of clothing norms and modesty were found. But positive correlations between those variables of the males females and higher class students were higher than the correlations of the lower class students and the latter had less positive relationship with clothing norms and modesty as compared with the former. 3) Significant negative correlations between clothing norms and uniqueness were found in the subjects groups. The females and lower class students had more negative relationships with clothing norms and uniqueness as compared with the male and higher class students. Significant positive correlations be-tween uniqueness and conformity-individuality were found in all subjects groups, Therefore the higher uniqueness the student have the less they perceive theimportance of clothing norms and the more they have individuality. Significant positive correlations between sex-role related(higher class) general(female) clothing norms and self acceptance were found. but significant negative correlations be-tween campus style(higher class) general(female) clothing norms and self acceptance were found. But significant negative correlations be-tween campus style(males lower class, higher class) clothing norms and self acceptance were found. Clothing norms therfore related posi-tively or negatively with self acceptance ac-cording to the subjects groups. And significant negative correlations between conformity in-dividuality and self acceptance was found in higher class students. 4) The female masculine groups and the masculine groups of lower class revealed high scores than the scores of andrgynous group and undifferentiated group in clothing norms concerning modesty. And the feminine group revealed high scores in conformity-individu-ality than the scores of the masculine group. Male masculine and feminine group revealed high scores in clothing norms concerning cam-pus style than the scores of the androgynous group. The masculine group and feminine group of the lower classes revealed high scores in general clothing norms than the scores of the androgynous group. 5) The most influencing variables on the clothing norms were sex conformity-individu-altiy and masculine-feminine variables in the right order. The general clothing norms and clothing norms concerning modesty were influened by the sex role identity but the sex role related clothing norms and clothing norms concerning campus style were influenced by the ego identity. 6) Based on the sum scores of the uniqueness each group of the subjects was separately segmened into "high medium and low" groups. By the analysis of variances sig-nificant differences in discrepancy scores of TBEO and TATT among 3 uniqueness level groups were found on all clothing norms variables in all students three clothing norms variables in male and female students and one clothing norms variable in lower and higher students and in each clothing norms variable the mean discrepancy scores of the high uniqueness group were higher than those of the other groups. The findings indicated that the differences in the discrepancy score mainly contributed to the results of correla-tions described above.bed above.

• Journal of Korea Entertainment Industry Association
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• v.15 no.1
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• pp.221-228
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• 2021

This study aims to provide basic data for developing hand functional training programs using a keyboard to see if there is a relationship between the smart keyboard input speed using both hands, the Dexterity of the hand and the eye-hand coordination ability. The smartphone keyboard input speed, Purdue Pegboard, Grooved Pegboard Test, and Korean-Developmental-Test of Visual Perception-Adolescent were evaluated for 40 university students Province. An independent sample t-test and one-way ANOVA were conducted to identify differences in smartphone keyboard input speed, dexterity, eye-hand coordination ability and visual-motion using both hands according to the general characteristics of the subjects. Pearson correlation was also conducted to find out the relationship between hand-used smartphone keyboard input speed, hand dexterity, eye-hand coordination ability and visual-motor. As a result, the smartphone keyboard input speed using both hands showed a correlation with the dominant hand in the Purdue Pegboard Test (r=-.313, p<.05). In addition, the input speed of the smartphone keyboard is Copying(r=-.333, p<.05), Visual Motor Search(r=.455, p<.01), Visual Motor speed(r=-.453, p<.01) and Form Constancy (r=-.341, p<.05) in the item of K-DTVP-A. Therefore, it is believed that it will be helpful in the development of a treatment program using a smartphone, and it is expected that the effectiveness of a treatment program using a smartphone will be proven through additional experimental studies in the future.

• Journal of the Korean Home Economics Association
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• v.27 no.2
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• pp.163-185
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• 1989

Korean home economics education has around 100 years history. The main aims of home economics education up 1950 had not been changed, they were mainly for the improvement of household-skill to raise both standard of living and life quality as well as womanhood. After 1960's the standard of living drastically improved and the industrialization of Korean society was quite rapidly proceeded from simple to complex one. Because of these changes, I considered that the aims and the contents of home economics education should be reexamined and reshaped. This study motivated me that especially home economics major should be trained to be competent enough to work in industrialized society as much as the input to her college education. As industialization was made progress, family member's diverse role differentiation also occurred from past simple role such as house wife or girl's high school teacher among by home economics major. In this current societal change, most of the home economics major have wish to have opportunities obtaining new kinds of employment rather than obtaining merely teaching work. With this in mind I made a study on college level home economics education of the new adjustment to current and future industrialized Korean society. (1) The full number of officially admissible home economics major in 169 Korean colleges, 70 junior colleges, and one open university were as follows, 7139, 6080, and 230 respectively. The percentages of employed of employed numbers of them for the college and junior college graduates were 26.5 and 39.0 respectively. (2) The certificate qualifications issued to college home economics major are nutritionist (1st grade and 2nd grade), clothes and textilist, home economics teacher (2nd grade for high school) and kindergartener (2nd grade), The qualifications are certified after majoring each field from major departments of college of home economics by Ministrys of Labour and Education of the Korean government. The percentages of their employment are low as mentioned earlier. (3) To find out new employment opportunity for home economics graduates in home economist in business (henceforce/HEIB) status quo of consumer division for mational enterprise was surveyed. According to govermment decree of general law of consumer protection (1980), enterprise should organize bureau (offics, subdivision) on liability to consumer's complaint. Of 89.6% of the enterprise established th subdivision in which 96.2% of employee was male (3.8% was female). Of the employee college graduate and high school graduate were 93.2% and 6.8% respectively. On the employee's major acadmic backgroud (%), economics and business administration, engineering and low-political science were 39.5, 26.2 and 11.2 respectively. (4) To study on the relation between home economics and home economist in business, the aspect of historical development of HEIB, group of HEIB employing enterprise and their nature of business were tried to find out as well as perception and evaluation by enterprise on HEIB. (a) In the united States of America employed home economics major to enterprise was organized autonomously HEIB subdivision within American Home Economics Association since 1920's and the membership of HEIB was 3,000 of the AHEA membership 50,000. (b) In Japan the Japanese founder HEIB had three times the bilateral congress with the U.S.HEIB and had 10th anniversary celebration in 1988. Japanese HEIB member are not necessary to be home economics graduates but should have certificate as consumer adviser effected by the Minister of Trade and Industry. Japanese subdivision of consumer affaire within Japanese enterprise employ the consumer adviser with the certificate. Because of this different system from the United Sates, Japanese HEIB call their title "HEEB" instead of HEIB. The Japanese consumer adviser certificate system had initiated since 1980 and it belongs to 2nd level national qualification certificate. Currently active membership of Japanese "HEEB" association had increased from 115 (in 1979) to 319 in 1988. (5) For the opening of the future new employment of home economics graduates to enterprise and qualification required for the HEIB by national enterprise in Korea, I studied on the courses which seem to be important and required by employee in the field of HEEB in the United States of America and preliminary curriculum for home economics related major student aimning to be the future "HEEB" by Japanese HEEB study group of Japanese Association of Home Economics. It is suggested that it is very important and urgent to realize as home economics educator to have common deep concern and endeavors on opening new employment for our home economics major student1), we should try to publicize strongly and let enterprise and consumer protection board realize that employee in the subdivision of consumer protection should be the one who well experienced home economics major graduates2), we, home economics educator, should try to develop actively new curriculum in line of the suggestion made earlier for our future home economics major student of open broadly their future employment opportunities3), we, home economics educators, should try to have consensus on whether we should have support from government in terms of receiving national qualification certificate on consumer pretection or not4), and I would appreciate if the Korean Home Economics Association and Korean Home Management Society paydeep and positive concern on this matter.