Earticle

Background/Objectives: Under the background of educational informatization, the realization of education modernization and information education is the inevitable trend of future education development. As the backbone of the future teacher team, the level of information technology application ability of normal university students is the key to the modernization of future education. Therefore, the ministry of education proposed to strengthen the cultivation of information literacy of normal university students. Methods/Statistical analysis: As the cradle of basic education teachers in yanbian prefecture, yanbian university should strengthen the cultivation of information technology application ability of normal university students and study the current situation of the cultivation. In this paper, two questionnaires were conducted before and after the training of normal university students in yanbian university. Findings: Through the comparison and analysis of the two data by SPSS software, it is found that there is no specific training for normal university students in the training of information technology application ability of normal university students in yanbian university. Teaching less theoretical knowledge; Students have fewer opportunities to practice the problem. Improvements/Applications: Finally, the author puts forward some strategies for the future cultivation of information technology application ability of normal university students in yanbian university. For the training of excellent information teachers to contribute.

본 연구의 목적은 개방형 수학 문제 해결 과정에서 수학 영재교육 대상 학생과 일반 학생의 문제해결 전략과 그 해결 과정에서 보이는 행동 특성을 비교 분석하는 것이다. 이 분석을 토대로 일반 수학 수업에서의 영재교육 대상 학생들을 위한 창의성을 강조한 수업의 가능성을 탐구하였다. 이를 위해 수학 영재교육 대상 학생 집단과 일반 학생 집단을 다단계 군집표집하여 수학 영재교육 대상 학생 55명과 일반 학생 100명을 선정하여 다양한 해법이 가능한 개방형 문제를 6개월 동안 제시하여 해결 전략 및 행동 특성을 분석하였다. 행동특성은 수업 관찰과 활동지 분석 및 개별 면담을 사용하였다. 연구결과 수학 영재 교육 대상 학생들이 일반 학생들에 비하여 다양한 전략을 보여 주었으나 많은 수학 영재교육 대상 학생도 고차원적 조작 능력이 미흡하였다. 또한 수학 영재교육 대상 학생의 행동 특성은 일반 학생에 비하여 집착력이 강하고 다양한 해법을 추구하는 면에서 뛰어났다. 그런데 과제의 특성에 따라서 반응의 양상이 다르게 나타나므로 수학 영재교육 대상 학생의 수준과 능력에 맞게 다양한 유형의 과제를 개발하여 제시할 필요가 있다.

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

The purpose of this study was to be a help with designing science curriculum and developing science programs for the science gifted students by comparing their preferences about science class forms and class environments between science gifted students and normal students. For this study, 2 classes of science gifted students and 5 classes of normal students in 4th, 5th grade joined in this survey and their preferences about science class forms and class environments were checked using questionnaire. As a result, the following findings were obtained. First, in the area of class form, from comparing their preferences about teaching content domain, science gifted students showed meaningful higher preferences in all factors such as clarification, structuralization, thinking of high level and diversification. In comparing their preferences about teaching process domain, science gifted students also showed meaningful higher preferences in all factors such as diversification and self directed learning. Second, in the area of class environment, from comparing their preferences about classroom domain, science gifted students showed meaningful higher preferences in all factors such as teacher’s support and rule and organization. In comparing their preferences about mentality domain, science gifted students also showed meaningful higher preferences in all factors such as influence of friends and parents. Third, in science gifted students, from comparing their preferences by gender about science class forms and class environments, female students showed meaningful higher preferences in factors of clarification. And in other factors females showed similar preference tendency with male students. In normal students’ comparing, female students showed meaningful higher preferences in factors of teacher’s support. And male students showed meaningful higher preferences in factors of high level thinking and influence of friend and influence of parents.

This study aims to understand expected problems and unadaptable elements in advance when the juvenile delinquents are released from correctional facilities and return to schools and further minimize such problems by examining how differently normal students and juvenile delinquents perceive on the serious behavioral problems in schools. For this study, the reference data is collected and analyzed from 432 students of 4 schools in Seoul and Kyeonggi and 50 juvenile delinquents returning to ordinary schools from Seoul and Kyeonggi Reformatory. This research shows the following results: First, there is a perception difference for seriousness of problematic behavior in school between normal students and juvenile delinquents. Second, it shows the biggest differences of perception from wrong behavior of possessing tobacco, smoking, light larceny and special larceny. Third, in a domain of in-school order, juvenile delinquents' critical mind for the maladaptive behaviors, such as swearing and physical attack upon teachers, is lighter than that of ordinary students. Fourthly, the disparity of perception between maladaptive and normal students has remarkably appeared in refusing uniforms, hindering class lessons, cheating exams, and skipping off classes.

Purpose: The purpose of this study was to compare the effects of gargling with A-Solution and 0.9% normal saline on xerostomia, halitosis, and salivary pH among nursing students. Methods: The study design was a randomized, controlled trial. The experimental group received oral gargling treatment for 15 seconds with A-solution while the control group received oral gargling treatment for the same time with 0.9% normal saline. Outcome variables were measured at baseline, 60 minutes, and 120 minutes. Results: The groups were homogeneous in general characteristics, and the outcome variables before the treatment between the experimental group and the control group. 1) There were no significant differences in xerostomia, halitosis, and salivary pH between the two groups. 2) There were no significant differences in xerostomia, halitosis, and salivary pH based on the time. 3) There were significant interactions between group and time in subjective halitosis (F=3.766, p=.034) only. Conclusion: These findings indicate that oral gargling with Aroma solution and 0.9% normal saline could have the same effect of reducing xerostomia and halitosis in nursing students.

[목적] 대학 골프선수와 일반학생 집단의 8방향 균형능력과 척추 및 골반안정성을 측정하고 이를 비교하여 제시하 는 것에 목적이 있다. [방법] 동적 균형능력을 측정할 수 있는 장비를 이용하여 총 8방향의 움직임 거리와 각도를 측정하였고, 자이로스코프 센서(Gyroscope Sensor)를 기반으로 하는 체형굴곡측정기를 통해 척추 및 골반의 안정성 을 측정한 후 두 집단의 수준을 비교하였다. [결과] 골프선수집단의 우측 전방 측방향(Front Oblique Right) 균형능 력이 일반학생 집단보다 더욱 큰 것으로 나타났다. 척추 및 골반의 안정성 역시 골프선수집단의 체간 좌측굴(Left Side Lateral Flexion), 체간 우측굴(Right Side Lateral Flexion) 그리고 골반의 좌측 회전(Left Pelvis Rotation) 수준이 일반학생집단보다 우수하였다. [결론] 유의한 차이가 나타난 변인들은 골프운동 시 필수로 요구되는 능력과 깊은 관 련이 있을 것으로 사료되며, 훈련이나 운동에 있어 이 변인들에 유의점을 둘 필요성이 있음을 시사하고 있다.

[Purpose] The purpose of this study is to measure 8-way balance ability and spinal and pelvic stability of university golf players and normal students. [Method] We measured motion distance and angles in 8-directions using a device capable of measuring dynamic balance ability. And we measured the stability of the spine and pelvis using a body flexometer with a gyroscope sensor. The level of the group was compared. [Result] The front oblique right balance ability of the golf player group was higher than that of the general student group. The stability of the spine and pelvis was also superior to that of the general students in the left side lateral flexion, right side lateral flexion and left pelvis rotation of the golf player group [Conclusion] It is suggested that the variables showing the significant difference are considered to be related to the ability required for golf exercise and that there is a need to pay attention to these variables in training and exercise.

본 연구는 사범대학교 학생들이 대면수업을 통해 어떤 수업관을 형성해 왔으며, COVID-19 시기 원격수업으로 수업관이 어떻게 바뀌었는지 탐색하기 위한 현상학적 질적 연구이다. 수업관의 사실적 구조를 드러내기 위해 판단중지, 현상학적 환원, 지향적 분석 등 현상학적 방 법을 활용하였다. 연구결과, 학생들은 수업이 구성주의를 지향하는 ‘활동’ 중심의 이상과 ‘입 시’를 위해 ‘답이 정해진’ 현실을 추구하는 이중성을 가진 것으로 인식하고 있었다. 수업에 활용되는 교과서에 대해서도 ‘절대적 진리’와 ‘상대적 진리’라는 이중적 인식을, 평가에 대해서는 ‘공정성’을 추구하지만 실제로는 ‘불공정’하다는 이중적 인식을 갖고 있었다. 이렇게 수업 에 내포된 각종 이중성을 완화하는 통로는 교사와의 ‘상호작용’이었다. 대면수업에서는 교사 와의 ‘친밀’한 ‘소통’과 ‘대화’를 통해 수업의 이중성이 완화되었다. 그러나 원격수업에서는 ‘상 호작용’이 ‘결여’되어 ‘방치’되었다고 느꼈고, 수업의 이중성이 극대화되었다. 원격수업 상황에 서 학생들은 수업의 현실적 측면에 더욱 집중하게 되었는데, 눈앞의 ‘입시’에 성공하기 위해서는 학교의 원격수업보다 과외나 인터넷 강의, 독학 등이 더 유리하다고 느껴 학교의 필요 성에 점점 의문을 갖게 되었다. 본 연구는 학생들이 학교 수업경험을 통해 어떤 수업관을 형 성하게 되는지를 수업의 맥락, 수업에서 지향적 대상으로 체험된 대상으로서의 교과서, 수업과 관련된 평가, 교사와 학생의 상호작용 측면에서 들여다보았다는 점과 사범대학교 학생의 수업관 형성을 위한 대안적 가능성을 모색해 보았다는 점에서 의의를 찾을 수 있다.

This study has carried out phenomenological qualitative study to explore what kind of perspective on the class students have formed through face-to-face classes and how changed during the COVID-19 period of perspective on the class due to online classes. The study tried to reveal the factual strctures of the students' perspective on the class in the Normal University using phenomenological methods such as cessation of judgment, phenomenological reduction, and oriented analysis. As a result of the study, the study participants recognized the class as an activity with duality. Duality means that classes pursue various ideals of "activity" based on constructivism, but in reality, they are activities with "set answers" for "university entrance exams." As for textbooks, they had a dual perception of 'absolute truth' or 'being necessary only in school'. As for the evaluation, they pursued 'fairness', but they had a dual perception that it was actually 'unfair'. The 'interaction' with the teacher alleviated the duality of the class. In face-to-face classes, duality was alleviated through 'intimate' 'communication' and 'conversation' with teachers. However, in online classes, 'interaction' was 'deficient' and felt 'neglected', and the duality of the class was maximized. In online class situations, students chose reality. In order to succeed in the "university entrance exam", tutoring or self-study was more advantageous than school classes. So they questioned the need for school classes. This study is meaningful in that it revealed what students experience and what view they have through face-to-face classes and online classes in terms of the context of classes, textbooks, class-related evaluations, and teacher-student interactions.

7차 교육과정의 초등학교 수학교과서를 살펴보면 자와 컴퍼스를 사용하여 삼각형과 원을 그리며, 삼각자를 활용해 수직선과 평행선을 그리는 작도 교육이 이루어지고 있다. 본 연구는 2010년 초등학교 6학년 학생들의 작도 과정에서 나타나는 수학적 사고를 분석하여 초등학교 작도지도의 시사점을 제안하고자 한다. 연구결과 영재학급 6학년 학생들은 교사의 적절한 조언이 뒷받침되면 선분의 등분할 작도를 통해 유추, 연역, 발전, 일반화, 기호화의 사고와 같은 수학적 사고가 가능하며, 일반학급 학생들에게도 현행 교육과정보다 심화된, 자와 컴퍼스를 이용한 수직이등분선, 사각형, 마름모, 선분의 연장 등의 작도는 교육이 가능하다.

In the elementary school mathematics textbooks of the 7th national curriculum, just simple construction education is provided by having students draw a circle and triangle with compasses and drawing vertical and parallel lines with a set square. The purpose of this study was to examine the mathematical thinking of sixth-grade elementary school students in the construction process in a bid to give some suggestions on elementary construction guidance. As a result of teaching the sixth graders in gifted and nongifted classes about the equal division of line segments and evaluating their mathematical thinking, the following conclusion was reached, and there are some suggestions about that education: First, the sixth graders in the gifted classes were excellent enough to do mathematical thinking such as analogical thinking, deductive thinking, developmental thinking, generalizing thinking and symbolizing thinking when they learned to divide line segments equally and were given proper advice from their teacher. Second, the students who solved the problems without any advice or hint from the teacher didn't necessarily do lots of mathematical thinking. Third, tough construction such as the equal division of line segments was elusive for the students in the nongifted class, but it's possible for them to learn how to draw a perpendicular at midpoint, quadrangle or rhombus and extend a line by using compasses, which are more enriched construction that what's required by the current curriculum. Fourth, the students in the gifted and nongifted classes schematized the problems and symbolized the components and problem-solving process of the problems when they received process of the proble. Since theythe urally got to use signs to explain their construction process, construction education could provide a good opportunity for sixth-grade students to make use of signs.

The purpose of this study was to identify the most effective exercise program on normal weight obesity coed. This study was performed on eighteen subjects with normal weight obesity(aged 19 to 22). Eighteen subjects were divided into two groups; aerobic exercise group(n=9), core stability exercise include aerobic exercise group(n=9). Both of the group performed the aerobic exercises and core stability exercise include aerobic exercises four times a week for six weeks. All subjects were measured before and after exercises by inbody for body fat percentage, fat-free mass, skeletal muscle mass and WHR(Waist Hip Ratio). The data was analyzed by the paired t-test for comparing before and after changes of factor in each group and the independent t-test for comparing the between groups. The results were as follows. There was statistically significant difference of before and after body fat percentage, fat-free mass, skeletal muscle mass and WHR(p<0.05). There was statistically significant difference between aerobic exercise group and core stability exercise include aerobic exercise group in skeletal muscle mass and WHR(p<0.05). There was no statistically significant difference between the aerobic exercise group and core stability exercise include aerobic exercise group in body fat percentage and fat-free mass(p>0.05). As a result of this study, we found that the core stability exercise include aerobic exercises may be effective more than aerobic exercise.

이 연구의 목적은 초등학교 발명영재학생과 일반학생의 진로성숙도에 영향을 미치는 변인과 진로성숙도 차이를 살펴봄으로써 학생의 특성에 맞는 진로교육 프로그램 마련을 위한 기초적인 자료를 제공하는데 있다. 이를 위하여 충청북도 지역의 발명영재교실에 참여하는 5~6학년 학생 121명과 참여하지 않는 5~6학년 학생 239명을 대상으로 진로성숙도 검사를 실시하였다. 검사 도구는 일반적 특성(성별, 학년, 가정경제수준)과 진로성숙도(계획성 7문항, 자기이해 6문항, 일에 대한 태도 5문항, 독립심 3문항)로 구성되어 있다. 일반학생과 발명영재학생의 진로성숙도 차이를 검증하기 위한 독립변인은 성별, 학년, 가정경제수준이다. 발명영재학생과 일반학생 간의 진로성숙도를 비교하기 위해서는 독립표본 t-test를 실시하였다. 이 연구를 통해 얻은 결론은 다음과 같다. 첫째, 성별, 학년, 가정경제수준은 발명영재학생의 진로성숙도에 영향을 미치는 변인이 아니었다. 발명영재학생의 경우는 학생의 일반적 특성보다 발명영재교실에 참여하고 있는 상황적 변인이 진로성숙도와 관련성이 있음을 알 수 있다. 둘째, 일반학생의 진로성숙도에 영향을 주는 변인은 성별과 가정경제수준이었다. 남학생의 진로성숙도가 여학생보다 높았으며, 가정경제수준을 높게 인식한 학생의 진로성숙도가 가정경제수준을 중간 이하로 인식한 학생의 진로성숙도보다 높았다. 셋째, 발명영재학생과 일반학생의 진로성숙도는 계획성, 일에 대한 태도, 자기이해, 독립심 모두에서 차이가 나타났다. 따라서 발명영재학생과 일반학생의 진로교육은 차별화된 접근이 필요함을 알 수 있다.

The purpose of this study is to investigate the difference in career maturity between the gifted in invention and normal elementary school students to provide basic data for developing a personalized career education program. The sample of this study consisted of two groups: 121 students enrolled in the gifted class and 239 students enrolled in normal class. The following results were obtained:First, sex, grade and the level of domestic economy perceived by students were not significant variables that influence in career maturity of the gifted in invention. Second, in normal students there was significant difference in the career maturity according to sex and the level of domestic economy perceived by students. The career maturity of male students was higher than that of female students. The career maturity of students that highly recognized the level of domestic economy was higher than that of students that lowly recognized the level of domestic economy. Third, there was significant difference in all sub-factors including planning, work attitude, self-understanding and sense of independence between the gifted in invention and normal students. This suggests that there should be separate career education programs for the gifted and normal students.

본 연구는 편평족과 정상족을 가진 초등학생의 실내화 착용이 장애물 넘기 보행 시 동적 안정성에 차이가 있는지 알아보기 위한 목적으로 실시되었다. 대상자는 발배뼈(주상골) 하강검사(navicular drop test: ND test)로 평가된 편평족 초등학생 8명(11.6세)과 정상족 8명(11.5세)이며, 실내화 착용 후 하지장의 30% 높이의 장애물 넘기 보행 시 나타나는 동적안정성지수 와 정강뼈 하강변화량, 부하율을 비교분석하였다. 그 결과 편평족의 전후 및 수직 안정성 지수와 전체 안정성지수가 정상족 보다 높았으며, 통계적으로 유의하였다(p<.05). 정강뼈 하강 변화량은 편평족이 정상족보다 높아지는 경향이 있었고, 부하율은 편평족이 정상족보다 유의하게 낮았다(p<.05). 결과적으로 편평족을 가진 초등학생의 보행안정성은 정상족보다 불안정하고 한발지지 시 중심축이 되는 정강뼈의 큰 움직임이 나타났다. 편평족의 전후 및 수직 동적 보행 불안정성이 나타남이 확인되었고, 유소년 시기 편평족을 보정할 수 있는 보조기기 활용이 필요함을 알 수 있었다.

This study was conducted to find out if the wearing of indoor shoes by elementary school students with Pes Planus and Normal Foot differed in dynamic stability when walking Obstacle Crossing. The subjects were 8 Pes Planus elementary school students(11.5 year.) and 8 normal Normal Foot (11.5 year) evaluated by the navicular drop test (ND test), and the dynamic stability index, shinbone descent, and load rate were compared to those shown when walking over obstacles of 30% of the lower extremities after wearing indoor shoes. As a result, Pes Planus' A-P and vertical stability indices and overall stability indices were significantly higher (p<.05). The tibia descent change tended to be higher than that of Pes Planus, with significantly lower Loading rate (p<.05). As a result, the walking stability of elementary school students with Pes Planus is more unstable than normal foot, and the large movement of the shinbone, which becomes the central axis when supported by one foot, was shown. It was confirmed that the Pes Planus showed dynamic walking instability, and it was necessary to utilize auxiliary devices to correct Pes Planus during youth.

The purposes of this study are to investigate university students’ emotional responses and the characteristics regarding lecture voice preference. 45 years old female professor’s lecture voice samples were collected with laryngitis and normal condition. 66 female university students who majored in speech language pathology and early childhood education listened the lecture voice samples, and then filled the Adjective Checklist and responded questionnaire items. As a result, the university female students had negative emotions to hoarse lecture voice sample and positive emotions to normal lecture voice sample. And they showed significant higher scores related to unfavorable lecture voice characters after listening to a hoarse lecture voice sample. These results suggested that the importance of professor’s voice quality and necessity of controlling voice problems.

Objectives This study aims to examine the impact of instructor support on academic burnout among university students through the lens of Self-Determination Theory. Methods This study employs a qualitative case study approach, focusing on instructors, current students, and graduates at a teacher education university in China. The university was purposefully selected for its relevance to the study. Data were gathered through observation, interviews, and artifact collection, and analyzed using the Constant Comparative Method developed by Glaser and Strauss. Results The findings show that students’ academic burnout is primarily characterized by academic disengage ment, which manifests emotionally, attitudinally, and behaviorally, as well as by a low sense of achievement. Instructor support, including emotional encouragement, competence cultivation, and autonomy empowerment, not only reduces but also alleviates and prevents academic burnout. Specifically, emotional encourage ment promotes positive learning states, while the synergy of emotional encouragement and autonomy empow erment transforms passive learning attitudes and negative behaviors. Furthermore, a holistic approach combining these three supportive forms significantly bolsters students’ self-efficacy. Conclusions This study highlights the pivotal role of instructor support in reducing, alleviating, and preventing aca demic burnout among university students who are preparing to become future teachers, providing actionable in sights for enhancing teacher training programs.

Normal students are both current university students and future teachers. They must not only enhance their own core literacy but also bear the significant responsibility of developing their students' core literacy. This paper adopts a quantitative research method to explore the impact of professional identity of normal students on core literacy. There is a significant positive correlation between professional identity and core literacy, and the various dimensions of normal students’ professional identity have a predictive effect on core literacy. Through this, we aim to identify the influencing factors and functional mechanisms of the core literacy of normal school students, and provide theoretical references for enhancing the cultivation of normal school students and the development of basic education.

The teachers’ professional identity of FTNUS is of great significance for their long-term and lifelong teaching, thereby improving the education quality in poor areas in China. Education policy is one of the factors that influence teachers’ professional identity. The purpose of this study is to analyze the relationship between the two. This study used 528 FTNUSs in China as the research subject, conducted a questionnaire survey, and conducted descriptive statistical analysis, differences analysis, correlation analysis and regression analysis. The results show that: First, the overall level of FTNUSs' policy acceptance degree is at a relatively high level. In grade, application reasons, there are significant differences. Second, the overall level of teachers’ professional identity is at a relatively high level. In major, application reasons, there are significant differences. Third, there is a significant positive correlation between teachers’ professional identity and policy acceptance degree. Fourth, policy acceptance degree has a predictive effect on teachers’ professional identity. According to the research results, the corresponding suggestions are put forward.

Objective: In this study, we aimed to compare sternocleidomastoid (SCM) muscle thickness between individuals with forward and those with normal head posture (FHP and NHP, respectively) and to examine the influence of sex and laterality using ultrasound imaging. Design: Cross-sectional,observational study Methods: We recruited 38 college students (21 males and 17 females; age: 20-40 years) and categorized them into FHP and NHP groups (n = 15 and 23, respectively) based on their craniovertebral angle. We measured SCM thickness bilaterally using B-mode = ultrasound (X-cube 60, Alpinion, Korea) with three repeated measurements per side. We performed athree-way mixed-design analysis of variance to analyze the effects of the group (FHP vs. NHP), sex, and laterality (left vs. right). Results: We detected no significant interactions between group, sex, and laterality (p = 0.721). The main effects of the group (p = 0.392) and laterality (p = 0.059) were not significant. However, we observed a significant main effect of sex (p < 0.001), with males displaying higher-level SCM thickness than females by an average of 1.50 mm. Conclusions: SCM thickness did not differ significantly between the FHP and NHP groups. Sex emerged as a more influential SCM thickness-determining factor than posture. These results suggest that sex-based anatomical differences should be considered when assessing cervical muscle structure and planning rehabilitation strategies.

Purpose : This study examines the differences in self-efficacy and health promoting behavior between obese students and normal weight students by gender; it tries to obtain basic data for the health guidance of obese students. Methods : Data were collected from 360 students (90 normal weight males, 90 obese males, 90 normal weight females, 90 obese females) using questionnaires about general characteristics, self-efficacy, and health promoting behavior. There were analyzed with descriptive statistics (frequency, percentage, mean, standard deviation), and a x$^2$ test, ANCOVA, and a Pearson's correlation of coefficient at the 0.05 significance level by using the SAS (version 8.01) Win Program. Results : The score of self-efficacy appears that in the case of boys, obese students are significantly lower than their normal weight counterparts (F=25.85, p=<.0001), while in the case of girls there is no significant difference between the two groups (F=.01, p=.9118). The score of health promoting behavior appears that in the case of boys, obese students are significantly lower than their normal weight counterparts (F=28.61, p=<.0001), while in the case of girls there is no significant difference between the two groups (F=1.25, p=.2643). The relation of self-efficacy and health promoting behavior shows a statistically significant correlation in all cases: obese boys (r=.69, p=<.0001), normal weight boys (r=.51, p=<.0001), obese girls (r=.67, p=<.0001), and normal weight girls (r=.49, p=<.0001). Conclusions : An evaluation study needs to see whether a program to encourage the self-efficacy of obese boys can be effective in health promoting behavior or weight control in the long run. As in this study more than half of the obese girls have mild-level obesity, a follow-up study should be conducted to examine the self-efficacy and health promoting behavior between middle or highly obese students and normal weight students.

Purpose : This study examines the differences in self-efficacy and health promoting behavior between obese students and normal weight students by gender; it tries to obtain basic data for the health guidance of obese students. Methods : Data were collected from 360 students (90 normal weight males, 90 obese males, 90 normal weight females, 90 obese females) using questionnaires about general characteristics, self-efficacy, and health promoting behavior. There were analyzed with descriptive statistics (frequency, percentage, mean, standard deviation), and a x$^2$ test, ANCOVA, and a Pearson's correlation of coefficient at the 0.05 significance level by using the SAS (version 8.01) Win Program. Results : The score of self-efficacy appears that in the case of boys, obese students are significantly lower than their normal weight counterparts (F=25.85, p=<.0001), while in the case of girls there is no significant difference between the two groups (F=.01, p=.9118). The score of health promoting behavior appears that in the case of boys, obese students are significantly lower than their normal weight counterparts (F=28.61, p=<.0001), while in the case of girls there is no significant difference between the two groups (F=1.25, p=.2643). The relation of self-efficacy and health promoting behavior shows a statistically significant correlation in all cases: obese boys (r=.69, p=<.0001), normal weight boys (r=.51, p=<.0001), obese girls (r=.67, p=<.0001), and normal weight girls (r=.49, p=<.0001). Conclusions : An evaluation study needs to see whether a program to encourage the self-efficacy of obese boys can be effective in health promoting behavior or weight control in the long run. As in this study more than half of the obese girls have mild-level obesity, a follow-up study should be conducted to examine the self-efficacy and health promoting behavior between middle or highly obese students and normal weight students.

purpose: This study analyzes differences in English vowels produced by hearing-impaired and normal-hearing groups from acoustic viewpoints. It also shows which factors, among acoustic parameters, cause abnormal quality of voice for the hearing-impaired. The goal of this study was twofold: first, it examined the acoustic parameters such as F0, intensity, jitter, shimmer, and HNR in the five English vowels /?,?,æ,?,?/ as produced by 16 hearing-impaired and 16 normal-hearing people. Second, it explored whether these acoustic parameters would be useful in evaluating the voice quality of the hearing-impaired. Methods: Participants were asked to read English words that contained /?,?,æ,?,?/ in various phonetic contexts. The recorded data were converted to aiff files and analyzed using Praat. Results: First, F0 was significantly higher in the HI group than in the NH group and in the female group than male group. A very weak significant difference was found for vowels. Second, intensity was significantly higher in the HI group than in the NH group, in the male group than the female group, and in back vowels than front vowels. Third, jitter was significantly higher in the NH group than the HI group, in the male group than the female group, and in high vowels than non-high vowels. Fourth, shimmer was significantly higher in the male group than in the female group, but no significant differences were found for hearing level and vowels. Finally, HNR was significantly higher for the HI group than for the NH group, in the female group than the male group, and in non-low vowels than low vowels. Conclusions: Among the acoustic parameters, the results of this study showed that F0 and intensity are distinctive variables for these two groups, but jitter, shimmer, and HNR do not play a role in evaluating the voice quality of the hearing-impaired. This study implies that other parameters besides the stability of vocal cords should be considered when the voice quality of the hearing-impaired is evaluated.