• The Korean Journal of Coaching Psychology
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• v.7 no.3
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• pp.1-26
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• 2023

This study aims to explore how professors at community colleges are experiencing career guidance for their students, uncovering key components related to causes, phenomena, contexts, coping strategies, etc., and deriving a paradigm model to structurally. To achieve this objective, focus group interviews were conducted with a total of 23 community college professors, and the results were analyzed using the grounded theory method (Strauss & Corbin, 1998). The analysis yielded 17 categories and 31 subcategories. The central phenomenon in the career guidance of community college professors was categorized into two groups: the distress experience in career guidance and attitude changes toward interactions with students..Three categories of causal conditions contributing to the occurrence of the central phenomenon were identified: professors' lack of expertise in career guidance, students' scope and needs for career guidance, and students' low interest and expectations. Additionally, four contextual conditions corresponding to special situations or circumstances that contributed to the central phenomenon were identified: increasing demand for career guidance, excessive burden and time constraints for career guidance, lack of communication about career guidance at the institutional level, and limitations within the career guidance support system. Furthermore, the study uncovered patterns of action-interaction, mediating conditions, and outcomes. This study is expected to contribute to a better understanding of the actual experiences of college professors in the career guidance process, and to stimulate consideration of the types of support required for effective career guidance for college professors in the future.

• Journal of Nutrition and Health
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• v.51 no.5
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• pp.400-413
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• 2018

Purpose: This study examined the association between the antioxidant vitamin intake and obesity in Korean women. Methods: Adult women aged ${\geq}19years$ who completed a health examination and nutrition survey from the Korea National Health and Nutrition Examination Survey between 2007 ~ 2016 were selected for the study (n = 30,425). A BMI ${\geq}25kg/m^2$ and waist circumference ${\geq}85cm$ were defined as obesity and abdominal obesity, respectively. The individual antioxidant vitamin intake was estimated by linking the antioxidant vitamin composition database of commonly consumed foods and the subjects' 24-hour recall food consumption data. Carotenoids, retinol, vitamin A (retinol activity equivalent), vitamin C, tocopherols, and vitamin E (${\alpha}$-tocopherol equivalent) were included in the analysis. Each vitamin intake was converted to the nutrient density per 1,000 kcal. Odds ratio (ORs) and 95% confidence interval (CI) for obesity according to each tertile of the nutrient density was obtained from multiple logistic regression adjusted for age, household income, education level, smoking, alcohol consumption, and physical activity. Results: The mean intake of ${\alpha}$-carotene, retinol, vitamin E, ${\alpha}$-tocopherol, and ${\gamma}$-tocopherol per 1,000 kcal was significantly lower in the obese group than in the normal group. A higher intake of lycopene was inversely associated with obesity (highest vs. lowest; OR = 0.89, 95% CI: 0.83-0.96) and abdominal obesity (highest vs. lowest; OR = 0.88, 95% CI: 0.81-0.95). Higher intakes of ${\alpha}$-carotene, total carotenoids, vitamin A, and ${\gamma}$-tocopherol also had a negative relationship with abdominal obesity. The antioxidant vitamin intakes from eggs, milk and dairy products, seasoning, and grains were significantly lower in the obese group than in the normal group. Conclusion: This study showed that the dietary intake of antioxidant vitamins was inversely associated with obesity and abdominal obesity among Korean women. Further study will be needed to examine the causal relationship between the antioxidant vitamin and obesity.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.111-122
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• 2009

This study assessed the levels of knowledge and behavior about food safety, the factors influencing them and the causal relationship between them. The data were collected from 297 high school students in Gyeongbuk region by the self-administered questionnaire. The questionnaire was composed of closed-end questions regarding each respondent's characteristics such as sex and grade, recognition on food safety, concern about hazardous elements towards foods and knowledge and behavior about food safety. The results of this study were as follows. Both levels of knowledge and behavior about food safety were not particularly high. The factors affecting the level of knowledge about food safety were mother's age and concern about hazardous elements towards foods. Grade, father's educational level, concern about hazardous elements towards foods, and the level of knowledge about food safety influenced the level of behavior about food safety. The results of the path analysis showed that grade and father's educational level directly affected the level of behavior about food safety. In addition, concern about hazardous elements towards foods had direct and indirect effect on the level of behavior about food safety On the other hand, the level of knowledge about food safety had an direct influence on the level of behavior about food safety.

• Journal of the Korean association of regional geographers
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• v.6 no.1
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• pp.69-89
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• 2000

The regional geography had been at the height of prosperity in the first half of the twentieth century since Alexander von Humboldt and Carl Ritter. The geography remained stationary in the late 19th century had greatly developed around the regional geography in European countries since the early 20th century. Particularly, A. Hettner and O. $Schl{\ddot{u}}ter$ in Germany, Vidal de la Blache in France and A. J. Herbertson in Britain developed their own methods of regional studies and produced many results of empirical studies ; accordingly the regional geography had been at the height of prosperity in the 1920s and 1930s. This paper aims to study the regional concepts and the methods of regional studies of Germany geographers in the 1920s and 1930s. This study is useful to understand the current methods of classifications of regions and descripitive systems of regions. The noteworthy results of studies are summarized as follows : First, The regional geography of Germany had been developed by Hettner who regarded the geography as the chorological science of the earth's surface, $Schl{\ddot{u}}ter$ who did the geography as the study of cultural landscape and Penck's students, the morphologists of landscape (Landschaftsmorphologie). Hettner defined the geography as the chorological science, maintained that the earth's surface was classify according to its localized difference -continents, lands, districts and localities(Erdteile, $L{\ddot{a}}nder$, Landschaften und Ortlichkeiten) and emphasized on the total character of areas. He tried to classify downward from continents to localities based on the sizes of regions. He also gave the logic of causal relation to schematic approach(Das $L{\ddot{a}}nderkundliche$ Schema) and further developed it. $Schl{\ddot{u}}ter$ argued that The process of change on the landscape through time must be studied. And Passarge and Penck's pupils, morphologists of landscape, tried to classify the landscape synthetically. Thereafter, De Geer and $Gran{\ddot{o}}$ employed the creative methods of regional classification which used signs and simbols. Second, The regional geography of Germany differed from that of France on the next points ; 1. The former was analytic, but the latter was synthetic. 2. The former placed great emphasis on physical elements, terrain and climate etc., but the latter did great emphasis on both physical and human elements. 3. The former gave priority to the studies of large scale regions, but the latter did priority to the studies of small scale regions. In 1920s and 1930s the regional study of Germany geographers exerted direct influence on the development of geography of Japan. Especially, Tanaka Keiji, Japanese typical regional geographer, tried to classify Japan synthetically on the bases of terrain, climate, vegetation and human elements under the influence of European geographers. He exerted great influence on both Japanese and Korean geographers at that time.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.903-927
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• 2012

The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.

• Journal of The Association for Neo Medicine
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• v.2 no.1
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• pp.55-84
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• 1997

Inferential structure and reality problem is a serious issue to O.M.(oriental medicine). The study will analyze this issue through a philosophical and historical comparative study of W.M.M(Western modern medicine) and O.M. First, I presuppose some basic ideas. The first is the division of the 'the philosophy of medicine' and 'the medicine itself'. Second, there is a 'visibility' that discriminate between 'the abstractive concept' and 'the concrete object' in diagnostic terminology. The third is the separation of disease, the entity and disease, the phenomenon. Finally, the distinction between the cause of disease and the nature of disease. Through these basic concepts, this study will analyze O.M's diagnostic methodology, 'Pattern identification of the S.A.S(sign and symptom)'. The results are follows: 1. O.M's views disease as a phenomenon. So, the S.A.S, which is visible, is the disease itself. Tough the analysis and inference of the S.A.S, 證(zheng) the essence is derived. 2. 證(zheng) can be considered as 'the abstractive concept' reflecting the essence of a disease. 3. 證(zheng) is not arrived through causal sequence reasoning but rather by analogical reasoning. 4. 證(zheng) is 'the non-random correlative combination of S.A.S', pattern. These patterns secure the abstractive deduction in reality. that is, The causality, the positivism, the view of disease as entity, and anatomical knowledge are the traits peculiar to W.M.M. But, these properties can not be applied universally to every medical systems. Also, these properties do not indicate the superiority or inferiority of any medical system. 5. 證(zheng) summarizes the patients condition simultaneously with the S.A.S. However, 證(zheng) doesn't necessarily indicate the knowledge about the actual internal organ. That is, Early in O.M.'s history, the diagnostic terminologies including 證(zheng) were analogical reflections of a naive knowledge of internal organs and external environmental factors. Later, the naive knowledge in 證(zheng) changed int new nature, an abstractive concept. The confusion of the concept of disease, the indiscriminate acceptance of Western anatomical knowledge, and the O.M.'s theoretical evolution et are the challenge facing modern O.M. To find solutions, this study looks at the sequence of the birth of W.M.M. and then compares it's system with the O.M. system. The confusion of the concept of disease, the indiscriminate acceptance of Western anatomical knowledge, and the O.M.'s theoretical evolution et are the challenge facing modern O.M. To find solutions, this study looks at the sequence of the birth of W.M.M. and then compares it's system with the O.M. system. It is recommended that O.M. diagnostics should pay close attention to the ambiguity of the diagnostic methodology in order to further development. At present time, the concept and the system peculiar to O.M. can not be explained by common language. but O.M.'s practitioner can not persist in this manner an: longer. Along with the internal development of O.M., the adjustment of O.M.'s diagnostic terminology needs to be adopted.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.517-530
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• 2003

The purpose of this study is to find out a model to explain the process of students' science-related career choice by identifying the causal relationships between science career choice and related factors. Important factors of science-related career choice were identified through factor analysis. 'Perception about career related to science', 'preference for science learning' and 'participation in science related activity' were three main factors of science-related career choice. A questionnaire was developed to know the factors of students' science-related career choice, and so as to make it possible to be analysed by structural equation modeling. The subject were 947 grade 6, 9, and 11 students in Seoul. Numbers of boys and girls in each grade was almost same. According to the structural equation modeling, 4 corrected models were obtained. In all 4 corrected models, 'perception about career related to science' had direct influence, and 'preference for science learning' and 'participation in science related activity' had indirect influence on science-related career choice. In the most fitting model. 'perception about career related to science' had an effect on science-related career choice with standardized total effect coefficient 1.03(direct effect 0.82, indirect effect 0.21). 'Preference for science learning', which influence 'participation in science related activity', had an effect on science-related career choice with standardized indirect effect coefficient 0.65. 'Participation in science related activity', which influence 'perception about career related to science'. had an effect on science-related career choice with standardized indirect effect coefficient 0.79. The implication to school science education is that it is most effective to raise the 'perception about career related to science' in order to make more students choose science related career. It is also effective to have more students participate in science related activity and enhance the preference for science learning. To explain the process of science related career choice more fully, it is necessary to build a more comprehensive model containing more factors influencing science-related career choice. It is necessary to test and complement the structural equation model by enlarging the subject to science high school students and science related college students.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• Korean Journal of Psychosomatic Medicine
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• v.24 no.2
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• pp.146-156
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• 2016

Objectives : The aim of this study was to evaluate the associations between vasomotor symptoms and factors such as sociodemographics, health behaviors, medical condition, depression, stress, anxiety, attitude toward menopause, and quality of life. Methods : We conducted a cross-sectional study in peri- and post-menopausal women enrolled by the Korean Association of Health Promotion. Subjects submitted self-report questionnaires about vasomotor symptoms and other clinical symptoms. Associations between vasomotor symptoms and clinical variables were analyzed using stepwise multiple regression analyses. Results : 1951 women completed self-report questionnaires and 1022 women were enrolled in the study. The prevalence of vasomotor symptoms in peri- and post-menopausal women was 63.9%. Variables showing significant differences between subjects with vasomotor symptoms and subjects without them were score of Beck Depression Inventory, Brief Encounter Psychosocial Instrument-Korean Version, proportions of clinically significant depression(Beck Depression Inventory ${\geq}16$), Menopausal rating scale, attitude towards menopause, the 4 subscales of World Health Organization Quality of Life-BREF(Physical health, psychological, social relationships, environment), and a History of Premenstrual syndrome/Premenstrual dysphoric disorder. Stepwise multiple regression analyses indicated that Beck Depression Inventory, Brief Encounter Psychosocial Instrument-Korean Version, Menopausal Rating Scale, and the Psychological subscale of World Health Organization Quality of Life -BREF show associations with vasomotor symptoms. Conclusions : Menopausal vasomotor symptoms are associated with various psychological factors, especially with depression. Midlife women suffering vasomotor symptoms should therefore be screened for depression. Future prospective studies where clinical subjects are diagnosed using structured interviews, focusing on the causal relationship between depression and vasomotor symptoms are necessary.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.1-12
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• 2019

This study aims to explore students' epistemic practices and considerations, which are explained as underlying epistemic thoughts that guide their epistemic practices, during argumentation in science classrooms. We also investigated how collaborative reflection facilitated the development of such epistemic considerations. Two seventh-grade classes participated in this study by engaging in argumentation activities and collaborative reflection after classes. A group with students' change in epistemic aspects and the influence of collaborative reflection clearly revealed from their practices was chosen as a focus group. We recorded their class discussions and collaborative reflections with the researchers. Transcriptions of the recordings and checklists we collected during the collaborative reflections were used for analysis. Results showed evident changes in the students' epistemic considerations and practices and four factors facilitating such developments were identified. First, the researcher facilitating the students to recognize each other as collaborators during collaborative reflection led development of epistemic considerations on "audience using the knowledge products." Second, the collaborative reflection facilitated construction of context for peer interactions where the students encouraged each other to participate in the discussion, resulting in the development of other students' epistemic considerations on "justifications in knowledge products." Third, the items provided on the checklists explicitly delineated expectations on their practices in argumentation, also facilitating development of epistemic considerations. Lastly, the students' imitation of the researcher's pattern of discourse facilitated construction of causal explanation and development of epistemic considerations on "nature of the knowledge products." This study will contribute to the construction of strategies that develop students' epistemic considerations and productive epistemic practices in argumentation.