• Journal of Ethics
• /
• no.75
• /
• pp.63-98
• /
• 2009

The Social Conflict Index in Korea is considerably high. In the situation where both parties' interests conflict each other, Korean society has shown immature democracy, which couldn't peacefully resolve the conflict because of the lack of tolerance against the counterparty's position. In terms of upbringing educated citizens, who could democratically communicate with others and approach problems, communication skill training is very important, reducing social costs by extreme conflict. Thus, this paper studied the necessity of communication skills training and its sociopolitical implication through case studies about "Communication and Negotiation" class, which is proceeded under university liberal education. Under current university curriculums, increased liberal education programs, related with speaking, focus on cultivating logical and critical thinking in the main. Based on these thinking skills, "Communication and Negotiation" has important implication in terms of cultivating mindset which resolves conflicts and considers other's position by collaborative and emotional perspectives. In terms of cultivating practical communication skills, this "Communication and Negotiation" class requires the change of teaching skills with various training programs, under students' active participation and feedback in the class exercise for resolving problems. Ultimately, through "Communication and Negotiation" class, and as members of society, students could learn matured citizenship and sense of responsibility by respecting others' position and reasonably resolving conflicts.

• Journal of dental hygiene science
• /
• v.14 no.4
• /
• pp.546-553
• /
• 2014

The purpose of this study was to investigate the actual condition of communication of dental hygienist in oral hygiene instruction during scaling. The research was intended for 67 dental hygienists who worked dental hospitals and clinics. Oral hygiene instruction during scaling was audiotaped. Pearson correlation analysis, t-test, one-way ANOVA, and chi-squared test were conducted. The results gained by the research were as follows. An analysis of 67 dental hygienists has found that 63 dental hygienists (94%) educated the patients with dentiform and 65 of them (97%) did rolling method. Thirty-three of them (49.3%) recommended oral care products to the patients. Only 14 of all educators (21%) said simple greetings and educated importance of care of subjects' teeth, side effect of scaling, when they finished all the scaling stage. The average time of oral hygiene education was 161.3 seconds. In detail, the dental hygienists told 155.0 seconds, the patients did 6.3 seconds on average. The percentage of education time without patients' comments and dialogue each other were 35.8% and 37.3% respectively. The conversation frequency according to the education level of dental hygienist showed significant difference (p<0.05). There was a negative correlation between total education time and patients coming for scaling per day and there was a positive correlation between total number of questions and patient talking time. The result of chi-squared test showed that there was significant difference on asking regards depending on setting a limitation of scaling time (p<0.05). The research showed that the dental hygienists seem to educate the patients mechanically, uniformly rather than educate them according to their oral hygiene condition.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.317-346
• /
• 2010

The purpose of this study was to investigate the changes in teachers' recognition of science class and children for the gifted, and the process of changes in their practical knowledge after the experience of science class and conversation with colleague teachers. Two elementary teachers, teacher A and B, were selected as subject of investigation, who wanted to improve their science class. They experienced the process of self-examination during their class and from class conversations. Teacher A has 10 years of teaching experience. She has been in contact with gifted children and observed them since undergraduate. She entered the graduate school since she came to be interested in science class and children for the gifted. While teacher B has only three years of teaching experience and had a first contact with the gifted after graduate school. The results of this study are as follows. Teacher A didn't change recognition of gifted children class by class conversation in short term because she had a firm faith in good class teaching and was rich in class teaching knowledge. And, her practical knowledge was applied to the next class by changing teaching method or by supplementing her class contents in concerned part through class observation and class conversation with her colleagues. Teacher B was characterized as being lack of class confidence and concerned more about subject knowledge. She was forming a new practical knowledge along with new class teaching knowledge. Teacher B was in trouble with applying new practical knowledge to next class. From such findings, it was concluded that the process of changing or forming of practical knowledge depends on the beliefs, values, experiences, or knowledges of each teacher. A reflection on one' own class teaching could be a good way to form a practical knowledge and improve teaching speciality, when it was concerned with self-reflection of their own class, class observation, and communication with colleagues. Thus, the reflection practice could be applied to the teaching program of teachers for the gifted to form practical knowledge through trial class, self-reflection of class, and conversation with colleagues.

• Economic and Environmental Geology
• /
• v.46 no.1
• /
• pp.11-19
• /
• 2013

The Daehwa Mo-W deposit is located within the Gyeonggi massif. Quartz and calcite vein mineralization occurred in the Precambrian gneiss and Jurassic granites. Three main types (Type I: liquid-rich $H_2O$ type, Type II: vapor-rich $H_2O$ type, Type III: $CO_2-H_2O$ type) of fluid inclusions were observed and are classified herein based on their phase relations at room temperature. Within ore shoots, type III fluid inclusions have been classified into four subtypes (type IIIa, IIIb, IIIc and IIId) based on their volume percent of aqueous and carbonaceous ($CO_2$) phase at room temperatures combined with their total homogenization behavior and homogenization behavior of $CO_2$ phase. Homogenization temperatures of primary type I fluid inclusions in the quartz range from $374^{\circ}C$ to $161^{\circ}C$ with salinities between 13.6 and 0.5 equiv. wt.% NaCl. Homogenization temperatures of primary type III fluid inclusions in quartz of main generation, are in the range of $303^{\circ}C$ to $251^{\circ}C$. Clathrate melting temperatures of the type III fluid inclusions were 7.3 to $9.5^{\circ}C$, corresponding to salinities of 5.2 to 1.0 equiv. wt. % NaCl. Melting and homogenization temperatures of $CO_2$ phase of type III fluid inclusions were -57.4 to $-56.6^{\circ}C$ and 29.0 to $30.8^{\circ}C$, respectively. Fluid inclusion data indicate a complex geochemical evolution of hydrothermal fluids. The Daehwa early hydrothermal system is characterized by $H_2O-CO_2$-NaCl fluid at about $400^{\circ}C$. The main mineralization occurred by $CO_2$ immiscibility at temperatures of about 300 to $250^{\circ}C$. At the late base-metal mineralization aqueous fluid formed by mixing with cooler and less saline meteoric groundwater.

• Proceedings of the Korean Institute of Communication Sciences Conference
• /
• 1998.06a
• /
• pp.1211-1214
• /
• 1998

• Proceedings of the Korean Institute of Communication Sciences Conference
• /
• 1998.06a
• /
• pp.891-895
• /
• 1998

• Proceedings of the Korean Institute of Communication Sciences Conference
• /
• 1998.06a
• /
• pp.1319-1322
• /
• 1998

• The Korean Publising Journal, Monthly
• /
• s.331
• /
• pp.55-57
• /
• 2003

• Corrugated packaging logistics
• /
• v.2 no.6
• /
• pp.122-123
• /
• 1995

• Corrugated packaging logistics
• /
• v.2 no.6
• /
• pp.119-121
• /
• 1995