• The Korean Journal of Food And Nutrition
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• v.21 no.2
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• pp.218-226
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• 2008

This study examined the preference and consumption of chungkukjang among elementary school children in Seongnam, Korea. The subjects included 583 students(male 300, female 283) who were asked to fill out a questionnaire. The collected data were analyzed using the SAS package. The results showed that 91.9% of the female students, 91.6% of children from nuclear families, and 90.7% of children with stay-at-home mothers, consumed chungkukjang. Among the children who had eaten chungkukjang previously, most had consumed it at home, and 65.5% of the students responded that chungkukjang was tasty. The data also revealed that female students, children from nuclear families, and those with stay-at-home mothers had greater preference for chungkukjang than male students, children from extended families, and those with working mothers. When asked why they dislike chungkukjang, both male and female students who had eaten it responded because 'it smells bad' and that 'it is not tasty'. However, among the students who had never eaten it, the male students replied because 'it is not tasty'(33.3%) and that 'it is not eaten at home'(27.8%), and the primary responses of the female students were 'it is not eaten at home'(65.2%) and 'it is not tasty'(21.7%). However, the subjects who had tried chungkukjang previously answered that in the future they would like to have it more frequently, as compared to the subjects who had never eaten chungkukjang. Therefore, to increase knowledge and improve perceptions of chungkukjang foods, families should give children many opportunities to try them, and in return, children will consume chungkukjang foods with pride. Furthermore, it is important that society as well as mass media, which have great influence on children, show concern and offer support in promoting chungkukjang.

• Journal of East-West Nursing Research
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• v.14 no.1
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• pp.5-13
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• 2008

Purpose: The study was to identify the relationship among perceived stress, coping strategies and satisfaction f clinical experience in nursing students and to examine difference of grade. Methods: A total 238 nursing students (second grade: 141 students, third grade: 97 students) from K. Womens' College were provided with self reported questionnaires from July 26, 2006 to July. 30, 2006. Perceived stress was measured using Perceived Stress Scale. Coping was measured using Coping Responses Inventory-Adult form. Satisfaction of clinical experience was measured using Satisfaction Inventory. The data were analyzed by descriptive statistics, t-test, ANOVA and Pearson's Correlation Coefficient with SPSS 12.0 program. Result: Participants showed that a high level of perceived stress score $2.71{\pm}.47$ of total 4 (2nd grad) and $2.67{\pm}.35$ of total 4 (3rd grade). Approach Coping Scales score of coping strategies was $68.19{\pm}6.06$ (2nd grade), $63.38{\pm}6.69$ (3rd grade) of total 96, then coping mechanism's mean among 2nd grade nursing students was higher than 3rd grade nursing students. Satisfaction score of clinical experience in 2nd grade nursing students was $3.01{\pm}.32$ and higher than 3rd grade ($2.99{\pm}.38$). There was a negative correlation r=-.264 (p=.000) between perceived stress during clinical practice and satisfaction. It was statistically significant. There was a positive correlation r=.154 (p<.05) between satisfaction score of clinical experience in nursing students and approach coping scales score. Conclusion: With these findings, we found that the more approach coping level, the more satisfaction of clinical practice. It is needed to developing effective teaching method and coping strategies for nursing students to improve their coping ability and prepare qualified nursing profession.

• Journal of the Korean Society of Food Culture
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• v.37 no.5
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• pp.429-437
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• 2022

This study evaluated the quality of school milk programs and analyzed the relative importance of school milk program selection attributes using conjoint analysis. The survey was conducted on students from middle and high schools in metropolitan cities that provide school milk programs. Responses were received from 414 students and the data was subjected to frequency analysis, t-test, and conjoint analysis using the SPSS Statistics Package. While evaluating white milk in the school milk program, middle school students rated 'packaging condition' (4.23) the highest, high school students rated 'nutrition' (4.64) the highest, and their evaluation of all the quality attributes was significantly different from that of middle school students (p<0.001). Overall satisfaction scores too, showed a significant difference between high school (4.46) and middle school students (4.01) (p<0.001). Processed milk & dairy products had the highest satisfaction score in the attribute of 'serving time' (4.57). The relative importance of the choice attributes of the school milk program was in the order of 'number per item' (62.260%), 'temperature' (25.708%), and 'serving method' (12.032%) for all students. The school milk program most preferred by all students and middle school students was to provide milk at a refrigerated temperature, select white milk three times a week, processed milk, fermented milk, and cheese twice a week, and provide it at the desired time.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.55-62
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• 2018

The purpose of this study was to examine the pre-service elementary teachers' views on the necessity of science learning. The eighty five student teachers in their second year of studies were participated in this study. The participants freely wrote their thoughts on a question'Why should students learn science?' The results of the study are as follows: (1) The participants' responses were very diverse, so their responses contained almost all kind of values or arguments about the science learning suggested by researchers, and there was no difference in their response ratio between views of focusing on intrinsic values and views of focusing on extrinsic values; (2) About 30% of the participants had the biased conceptions on the necessity of science learning and they would be likely to explain their biased conceptions to their future students. The educational implications and the suggestions for further studies are also presented in this paper.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.216-225
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• 2007

The purpose of this study is to find out the differences (if any) and the causes of preferences for science between elementary school boys and girls. Another purpose of this study is to find out when such differences in preference begin and what their causes we. Fourth, fifth and sixth grades from elementary school A in Gyeongg-gi Province participated twice in research surveys on preference levels in science with education, career course and personal experience taken into account. A total of 997 survey responses, (excluding no responses or half-hearted ones) were selected for comparative analysis. The analysis methods used were frequency analysis, cross stabs and one-way ANOVA Analysis which depended on survey items. The results of this study show that preference levels in science are 61.7% and the difference of preference levels in science between boys and girls are 31.2% and 30.5% with boys showing higher percentages in science preference levels than girls(p<.01). Moreover, the results also show that the point in which changes in preference level in science emerges is from fifth and sixth grades. Therefore, the gender difference in preference levels in science begins with fifth grade students, with science being slightly more favored by boys. finally, the main causes in gender differences seems to be the experiment participants' levels, scientific education textbook preference level, interests in science class, and plans for the future that are related to field of science. Among these causes, interests level in science class and preference levels in science are closely related.

• Archives of Plastic Surgery
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• v.38 no.3
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• pp.245-250
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• 2011

Purpose: Composite tissue allotransplantation has emerged as a new therapeutic modality to reconstruct major tissue defects of the head, neck and extremities. A questionnaire-based instrument, the Louisville Instrument for Transplantation (LIFT), has been developed to objectively assess the risk-versus-benefit ratio for composite tissue allotransplantation procedures. The objective of this study is to assess if the LIFT is a useful, reliable and valid tool to apply to the Korean population. Methods: Seventy-three medical students and 60 lay public completed the LIFT questionnaire (translated to Korean) over the period from February 2010 to April 2010. Internal consistency was assessed using Cronbach's alpha. Test-retest reliability was analyzed using Pearson's correlation coefficient. Construct validity was assessed by comparing Pearson's correlation coefficients between perceived improvements in quality of life and responses to risk tolerance questions concerning organ transplants. Results: Measurements of the test-retest reliability showed that Pearson's correlation coefficients ranged from 0.241 to 0.902, and Cronbach's alphas ranged from 0.52 to 0.80 for medical students and from 0.63 to 0.83 for the lay public. Pearson's correlation coefficients showed significant correlations between perceived improvements in quality of life and responses to risk tolerance questions concerning organ transplants. Hand transplant showed a significant correlation in medical students. Foot, hand, two hands, larynx, partial face transplants showed significant correlations for the lay public. Conclusion: The applicability of the LIFT to the Korean population was found to be reliable and valid. The LIFT may serve as a useful tool for clinical application in the Korean population.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.151-173
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• 2010

Several researches have been done on the meaning of probabilistic thinking level and its pedagogical implication. However, there is lack of trials of using topics in probability to educate mathematically gifted students. As a result, we don't have sound understanding on gifted students' probabilistic thinking level and how to facilitate it through educational program. This study examines the meaning of probabilistic thinking level, develops and applies tasks in probability for gifted education. Having the analysis of the student responses, this study tries to investigate how teachers who participate in an in-service teacher education program interpret the developed tasks and student responses. In conclusion, this study shows the possible approach of gifted education using probability tasks to facilitate gifted students' probabilistic thinking level and its potential in identification of giftedness through observation.

• Journal of Korean Biological Nursing Science
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• v.17 no.2
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• pp.159-168
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• 2015

Purpose: The purpose of this study was to determine the effects of auricular acupressure on menstrual pain, difficulties in daily life, negative feelings and autonomic nervous responses among college students. Methods: A Randomized Controlled Trial design was used. The treatment group A (n=12) receivedauricular acupressure therapy on the first or second day of their menstrual period. Treatment group B (n=18) regularly received an auricular acupressure therapy once a week for a month. The control group (n=19) received no auricular acupressure therapy. An independent t-test was used to examine pre-post test differences in the group. The ANOVA and Scheffe test were used to examine pre-post test differences among the group. Results: Subjects in treatment group A showed significantly less menstrual pain, difficulties in daily life, and negative feelings than the control group did. The participants in treatment group B also showed significantly less difficulties in daily life and negative feelings than the control group. Conclusion: The findings support that auricular acupressure therapy on menstrual periods is effective in controlling menstrual pain, difficulties in daily life, and negative feelings. As the method is simple, it would be useful for female students to learn to use this method to alleviate the symptoms related to menstruation through self care.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.450-460
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• 2019

This study analyzed the culinary arts major students' subjective perception toward capstone design subject which was thought by team teaching method through applying Q methodology. Generating future suggestions of the operation of the subject and finding common structure of students's responses are the main aim of this study. From the typological analysis, four types of common structures were found. There were Differentiation Curriculum Satisfaction Type(Type 1, N=14), Restaurant business plan Type(Type 2, N=5), Prefer franchise education Type(Type 3, N=3), Prefer menu development lesson Type(Type 4, N=3) and each type showed its own distinctive characteristics. In the future research, additional literature research and empirical study will be applied for adjusting and developing more sophisticate questions of Q methodology and analysing process for gathering diverse responses and specific analysis.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.2
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• pp.186-196
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• 2019

Purpose: This study was conducted to identify types of peer feedback in nursing skills performance training and to investigate emotional response, perceived quality of feedback and self-efficacy for learning from peer feedback. Methods: A total of 110 second-year nursing students attending fundamentals of nursing classes at a university participated in 2017. Participants received peer feedback from one selected colleague who observed their skills performance, and completed a questionnaire. Contents of peer feedback video recordings were transcribed and classified into seven types of feedback. Data were analyzed using an independent t-test, ANOVA and Pearson correlation. Results: Participants mostly received feedback of 'correcting' and 'providing information.' Positive emotional responses from peer feedback were above medium, and negative emotional responses were low. The perceived quality of peer feedback was moderate and self-efficacy for learning was high. Quality of feedback correlated with negative emotional response (r=-.24, p=.014), and self-efficacy for learning (r=.35, p<.001). Self-efficacy for learning correlated with intimacy with peers (r=.24, p=.011) and positive emotional response (r=.21, p=.028). Conclusion: The results suggest that peer feedback in skill training could be used in terms of emotional response and self-efficacy for learning.