• Korean Journal of Environment and Ecology
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• v.10 no.1
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• pp.14-23
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• 1996

Visitors to Naejangsan National Park were surveyed from October 31 to November 3 in 1995, 151 visitors were participated. Of those individuals, 55% were males. 48% of respondests reported that they had gone beyond high school, and over one-half(52%) had gone as far as college. 61.3% were 20 years of age. The largest percentage of respondents were reported that they visited Naejangsan Nat'l Park to see the scarlet maple leaces there. Most respondents who witness other visitors' littering were not likely to intervene to stop their visitors' depreciative behavior(Bystander intervention Begavior). Most of visitors got information for use Naejangsan Nat'l Park from a guide sign(31.8%) or guide themselves(29.1%). They didn't know the Clean-up Time Movement Program. But they understood it after notice hanging placards(81.6%). Most of visitors responded that didn't hear the mass communication program in National. But they recognized necessity of the mass communication program in National Park. The results showed that most visitors believed that Clean-up Time Movement was in succession consequently it turned out to be effective in managing visitors' littering behavior. And it seemed to effective in managing depreciative behavior through the mass communication program in National Park.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of Hospice and Palliative Care
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• v.22 no.1
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• pp.8-18
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• 2019

Purpose: This study was conducted to better understand the illness experiences and palliative care needs in community-dwelling persons with cardiometabolic diseases. Methods: This qualitative descriptive study was conducted with 11 patients (and three family members) among 28 patients contacted. Interviews were led by the principal investigator in her office or at participants' home depending on their preference. All interviews were digitally recorded and transcribed by a research assistant. The interviews were analyzed by two independent researchers using a conventional method. Results: Participants' ages ranged from 42 to 82 years (nine men and two women). Three themes were identified: (1) same disease, but different illness experiences; (2) I am in charge of my disease(s); (3) preparation for disease progression. Participants were informed of the name of their disease when they were diagnosed, but not provided with explanation of the diagnosis or meant or how to do self-care to delay the disease progression, which increased the feelings of uncertainty, hopelessness and anxiety. Taking medication was considered to be the primary treatment option and self-care a supplemental one. Advanced care plans were considered when they felt the progression of their disease(s) while refraining from sharing it with their family or health care professionals to save their concerns. All participants were willing to withhold life-sustaining treatment without making any preparation in writing. Conclusion: Education on self-care and advanced care planning should be provided to community-dwelling persons with cardiometabolic diseases. A patient-centered education program needs to be developed for this population.