• Journal of People, Plants, and Environment
• /
• v.23 no.1
• /
• pp.77-85
• /
• 2020

The purpose of this study was to examine the effects of a healing garden program based on internal factors of vocational adaptation on career attitude for college students with developmental disabilities. First, healing garden program was defined by a group of experts related to education for developmental disabilities in the industry and academia through the focus group interview. Second, the healing garden program for college students with developmental disabilities was carried out for 15 weeks. Third, this study examined the effects of healing garden program based on internal factors of vocational adaptation on career attitude for college students with developmental disabilities. The participants of this study were 55 college students with developmental disabilities in N University, with 25 students placed in the experimental group and the other 30 in the control group. As a result of examination, the difference between before and after the program, it was found that factors of career attitude were improved significantly after the program in the experimental group, with Factor 1 (determination) increased from 2.08 to 3.39, Factor 2 (finality) from 2.28 to 3.19, Factor 3 (confidence) from 2.20 to 3.69, Factor 4 (preparation) from 2.12 to 3.79, and Factor 5 (independence) from 1.88 to 3.63. But the control group did not show a significant improvement after 15 weeks of the program except Factor 3 (confidence) and Factor 5 (independence). It was found that the healing garden program based on internal factors of vocational adaptation had effects on career attitude for college students with developmental disabilities. Finally, the program will contribute to vocational rehabilitation for college students with disabilities. The findings further suggest that healing gardening programs that facilitate career attitudes must be continuously developed and applied in order to establish effective transition from school to the world of vocational adaptation.

• Journal of The Korean Association For Science Education
• /
• v.26 no.2
• /
• pp.191-199
• /
• 2006

This study investigated the influence of time to draw students' mental models and students' field dependence-independence on learning the particulate nature of matter with multiple representations. Seventh graders (N=295) at two middle schools were assigned to control, after-drawing, and before-drawing groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the scores of a test on conceptual understanding for the two drawing groups were significantly higher than those for the control group. However, there was no significant interaction between the instruction and students' field dependence-independence in the scores of the test on conceptual understanding. In 'novelty' on a situational interest test, field independent students in the two drawing groups scored significantly higher than those in the control group. The scores for field independent students in each group were similar, while field dependent students in the before-drawing group scored lower than those in the control and after-drawing groups in 'attention demand' on the situational interest test. It was found that most students positively perceived after-drawing or before-drawing, but field independent students in the before-drawing group were more apprehensive about the activities than those in the after-drawing group.

• The Journal of Korean Academy of Sensory Integration
• /
• v.1 no.1
• /
• pp.25-37
• /
• 2003

Objective : To explore the effectiveness of sensory integration program of home-based outcomes in child with sensory modulation disorder. Methods : This study used the simple case study. The subjects were three children diagnosed as developmentally delayed who 14 month and 26 month males and a 15 month female. After initial evaluation, parents were educated on sensory diet and Wilbarger protocol method for 30 minutes twice for home-based treatment and asked to make out daily treatment planning. To measure improvement of children, we used for the Denver Developmental Screening Test II(DDST II), Wee Functional Independence Measure(WeeFIM), hand function, functional ability, oral motor function, Sensory Profile(Dunn, 1999). Results : After the home-based program, the scored of the Denver Developmental Screening Test II(DDST II), Wee Functional Independence Measure(WeeFIM), hand function, functional ability, oral motor function, Sensory Profile(Dunn, 1999) were higher rather than initial evaluation after the home-based program. Conclusion : The home-based program is effective for children with sensory modulation disorder but parents had to be educated by therapist specific evaluation and treatment in sensory integration.

• The Journal of Korean Physical Therapy
• /
• v.24 no.6
• /
• pp.398-404
• /
• 2012

Purpose: This is designed to study the effect of weight-support walking training through motor learning on motor functions of children with cerebral palsy, in particular their activity of daily living and balance. Methods: Thirteen children with spastic cerebral palsy, at gross motor function classification system (GMFCS) levels III~IV, underwent treadmill walking training. It used principles of weight support, 4 times a week for 7 weeks, 10 minutes at a time, before and after neurodevelopmental physical therapy. Everyday functions were measured using Functional Independence Measure for Children (Wee-FIM). The ability to keep their balance was measured using electronic measuring equipment from good balance system and the assessment was made before and after the experiment. Results: There were significant differences (p<0.05) between pre and post experiment levels of functional independence in everyday life, in self-care activities, mobility, locomotion and social cognition. With regard to changes in standing balance, there were significant differences before and after the experiment (p<0.05) in GMFCS level III. There was a reduction in the agitation velocity in the x- and y-axes which measures the left-to-right shaking; in GMFCS level IV, velocity moment was reduced. Conclusion: Walking training using a treadmill can help improve the everyday activity and balance in children with spastic cerebral palsy. It can also be served as a useful purpose as a method of intervention in pediatric care.

• Journal of The Korean Association For Science Education
• /
• v.19 no.3
• /
• pp.471-478
• /
• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.

• Journal of muscle and joint health
• /
• v.18 no.1
• /
• pp.83-92
• /
• 2011

Purpose: The purpose of this study was to identify the changes of physical function, perceptual and cognitive function, emotional function, and functional independence in the institutionalized aged according to functional group activity program (self help Tai Chi exercise plus functional task). Methods: Study subjects were 20 institutionalized aged from June to October in 2010. The subjects received functional group activity program two times a week for 15 weeks. Physical function (grip strength, coordination, lower extremity strength, balance, gait, trunk flexibility), perceptual and cognitive function, emotional function(depression, social skill), and functional independence were measured before and after the program. Results: The subjects showed significantly increased physical function (coordination, lower extremity strength, gait, trunk flexibility), perceptual and cognitive function, emotional function (depression, social skill), and functional independence. The functional group activity program may be an effective strategy for institutionalized elders to enhance their functions. Conclusion: The functional group activity program may be effective on elderly institutions which have limitation in human, material, environmental resources.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
• /
• v.36
• /
• pp.111-140
• /
• 2007

This paper intends to review the qualifications of arbitrator, the disclosure of disqualifications by arbitrator, the challenge grounds of arbitrator, and the challenge procedure of arbitrator under the arbitration laws and rules. There are no provisions for the qualification of arbitrator in the UNCITRAL Model Law on International Commercial Arbitration. Under the UNCITRAL Model Law on person shall be precluded by reason of his nationality from acting as an arbitrators. Under the UNCITRAL Model Law when a person is approached in connection with his possible appointment as an arbitrator, he shall disclose any circumstances likely to give rise to justifiable doubts as to his impartiality or independence. An arbitrator, from the time of his appointment and throughout the arbitral proceedings, shall without delay disclose any such circumstances to the parties. Under the UNCITRAL Model Law an arbitrator may be challenged only if circumstances exist that give rise to justifiable doubts as to his impartiality or independence, or if he does not possess qualifications agreed to by the parties. Under the UNCITRAL Model Law the parties are free to agree on a procedure for challenge an arbitrator. Failing such agreement, a party who intends to challenge an arbitrator shall send a written statement of the reasons for the challenge to the arbitral tribunal within 15 days after becoming aware of the constitution of the arbitral tribunal or any circumstance that give rise to justifiable doubts as to his impartiality or independence. Unless the challenged arbitrator withdraws from his office or the other party agrees to the challenge, the arbitral tribunal shall decide on the challenge. In conclusion, an arbitrator has a responsibility not only to the parties but also to the process of arbitration, and must observe high standards of conduct so that the integrity and must observe high standards of conduct so that the integrity and fairness of the process will be preserved.

• Education of Primary School Mathematics
• /
• v.14 no.1
• /
• pp.69-79
• /
• 2011

The purpose of this study is to analyze 3rd, 4th and 5th graders' probability understanding and raise issues concerning instructional methods and search for the possibility of learning probability. For the purpose, a descriptive study through pencil-and-paper test regarding fairness, sample space, probability of event, probability comparison, independence and conditional probability was conducted. The following conclusions were drawn from the results obtained in this study. First, the 3rd, 4th, and 5th grade students scored the highest in the sample space questions. In descending order of skill, the students scored the highest in sample space following probability of events, fairness and probability comparison. Second, however, the level of independence understanding was low. There was no meaningful differences between grades and the conditional probability was the least understood. The independence is difficult to develop naturally according to cognitive development. The conditional probability recognizing the probability of an event changes in non-replacement situations was very difficult for these students. Third, there were significant differences between the 5th graders and the 3rd and 4th graders in the probability comparison questions. It shows that 5th graders understand the concept of proportion when they compare equal ratio probability of an event. The 3rd graers could do different ratio probability of an event more easily than equal ratio probability of an event after they were instructed on probability comparison.

• Journal of The Korean Association For Science Education
• /
• v.28 no.5
• /
• pp.471-481
• /
• 2008

This study investigated connecting errors by students' field independence-dependence in learning chemistry concepts with multiple external representations in current science textbooks. Seventh graders (N=196) at a middle school were assigned to the BL and CL groups, which were respectively taught "Boyle's Law" and "Charles's Law." A field independence-dependence test was administered. After learning the target concept with text and picture emphasizing the particulate nature of matter, a connecting test was also administered. Five types of connecting errors were identified: Insufficient connection, misconnection, rash connection, impossible connection, and failing to connect. 'Failing to connect,' 'Misconnection,' and 'Rash connection' were found to be the frequent types of connecting errors regardless of the target concepts. The frequencies and percentages of the types of connecting errors were not significantly different between the field independent and field dependent students. Educational implications of these findings are discussed.

• Journal of Sasang Constitutional Medicine
• /
• v.21 no.1
• /
• pp.79-84
• /
• 2009

1. Objectives This study was proposed to use the test-retest method to verify the independence and agreement between the questions (Short Form Sasang Classification Questionnaire for American ; SF_SSCQ-A). 2. Methods The questionnaire was administered to 50 American and they were asked to complete the questionnaire again two weeks after the first administration. The final subjects are 42 except of 5 dropouts and 3 insufficient respondents. A reliability analysis for each individual question was conducted using the test-retest method to verify the independence and agreement between the questions. To verify independence, a Chi-square test with crosstabs analysis and p-values was used. The agreement verification was conducted by using the Cohen kappa coefficient. In addition, the constitutional variable was defined as the constitutional attribute of each question, and Pearson's correlation coefficient was confirmed after testing the scale. 3. Results and Conclusions The test-retest method showed that Pearson's correlation coefficients for the results of the two tests ranged from 0.66 to 0.87. The Chi-square test results indicated that there are 7 independent item. Among the other 114 questions, the agreement test revealed that 88 questions (70.5%) showed above common agreement.