This study was carried out to evaluate the consumer recognition with regard to the safety management for imported foods. In order to evaluate the effect of the prgram on consumer education, the program was practiced for 89 female college students in Seoul, Korea. The participants were given an instruction with materials on imported food safety, including the safety management of imported foods and their distribution. The results showed that the participants achieved a greater understanding of imported foods. In particular, they had firmly grasped the importance of expiration date in selecting imported foods. Before the instruction, 50.6% of total participants blamed the Korean government for the problems arising from imported foods; only 18.0% placed the blame on individuals or businesses importing from foreign countries. After the instruction, 39.3% had blamed the individuals or businesses importing from foreign countries. Furthermore, 36.0% had disapproved of the foods that are imported from China before the instruction, while 32.6% found objectionable the views on the illegally distributed foods; 29.2% criticized the junk foods that target children (after the instruction). In addition, the level of participant satisfaction via-a-vis imported foods safety supervision had improved from 2.76 ± 1.59(before the instruction) to 3.37 ± 1.58(after the instruction). The results indicate that consumers are concerned with the imported foods that contain adulterated or forbidden substances and the illegally distributed foods from foreign countries. Thus, consistent and informative educational programs on imported food safety could help consumers in choosing safer products, resulting in an improvement in the consumer confidence with respect to imported foods.

Despite of the importance of horticultural education for children, the contents and process of it was seldomly studied as yet. Moreover, the current changes of horticultural education was not considered in 7th elementary school curriculum. This study analyzed the whole contents of horticultural education in practical arts education in elementary school curriculum and questionnaire for inquiring the need or necessity of it. Horticultural contents are divided as outdoor gardening of flower, ornamental tree, and vegetable growing and indoor gardening of foliage growing, green interior and floral design. In the subject of "Flower growing", it need more flower varieties for stimulating five different human senses and easy growing plants for actualization of education. "Vegetable growing" need more affective domain of educational goal as nutritional problem of children and give more enjoyment of self growing as harvesting. The importance of "Foliage plant growing" should be emphasized more in the future as the changes of life pattern of children. Various kinds of green interior should be introduced more in the contents of "Foliage plant" and plants which are specially effective for purification should be emphasized. In the questionnaire, management or cognition of horticultural education as elementary school curriculum is ver poor. The degree of satisfaction was very poor also and teachers specially want to incorporated hands-on activity and process based program as humanity education. The educational goal of horticultural education such as 'value and attitude" appeared most important among other goals. Indoor gardening and herbs treated most important categories in future focused curriculum of horticultural education.