• The Journal of Korean Academy of Sensory Integration
• /
• v.20 no.2
• /
• pp.11-21
• /
• 2022

Objective : This study examined the test-retest reliability and interrater reliability of the Sensory Processing Scale for Children (SPS-C). Method : Senventy primary caregivers of children with sensory processing difficulties and 3 years old participated in the study. The subjects were recruited through child development centers, welfare centers, and acquaintances located in Seoul, Gyeonggi-do, Busan, and Gyeongsang-do. The test-retest reliability verification targeted 20 main caregivers of children with difficulty in sensory processing. Re-evaluation was performed within 7 to 14 days after the initial evaluation, and Pearson's correlation coefficient was used to confirm the relevance between the two time points, and the Intraclass correlation coefficient was used to confirm the degree of agreement. The interrater reliability verification was conducted with 18 primary caregivers and 18 subsidiary caregivers of children with sensory processing difficulties. Each caregiver evaluated the same child, and the Intraclass correlation coefficient was used to confirm the agreement between the two sets of caregivers. Results : The test-retest reliability was Pearson's correlation coefficient r=.914 and intraclass correlation coefficient ICC=.939, indicating a high level of relevance and agreement. The interrater reliability was an Intraclass correlation coefficient ICC=.727, which showed a moderate level of agreement, but the tactile area (ICC=.455) and proprioceptive area (ICC=.439) were not statistically significant and showed a low degree of agreement. Conclusion : Through this study, it was confirmed that the children's Sensory Processing Scale for Children (SPS-C) is a stable evaluation tool with test-retest reliability and interrater reliability verified, and it will be able to provide help in standardization studies for future clinical use.

• Korean Journal of Culture and Social Issue
• /
• v.12 no.5_spc
• /
• pp.99-116
• /
• 2006

This paper discuss adolescent's a quality of life related with risk behavior. The purpose of this study investigate to influence on risk behavior(runaway, smoking, sexual behavior) of the protective factors that moderate adolescent's problem behavior(delinquency). The assumption of this study that the protective factors counterbalance the negative influence of risk factors and finally, diminish a the problem behavior including a delinquent. A total of 1,020 students of a vocational high schook and a 216 adolescents of a special groups(the public institution that consisted with a delinquent young man) completed the questionnaires(risk behavior, 5 protective factors) of compiled by this researcher. The protective factors have selected based on the various prior studies analyzed with adolescent's risk behavior a family functioning, a father(a mother) each and child communication, a self efficacy, and a social support. Statistics appled for the data analysis are Chisqure analysis, two-way ANOVA, and Standard Discrimination analysis. The results of this study are as follows. First, the special group is higher than the general group in the rate of runaway, smoking, and sexual deviant behavior. Second, the protective factors are not action in the special group have experienced delinquency, but are only action in the general group consisted with the students of a vocational high schools. This means that the protective factors discriminating the participation of the risk behaviors, and blocking out the intervention of a problem behavior in the general adolescents. Although each protective factor influence to different according to each risk behavior, a role of a parent-child communication, a family functioning, and self-efficacy high orderly. Finally, discussed based on the previous studies that the protective factors moderate the negative influence of risk factors, offset the connection between a risk behavior and a. problem behavior, and improve and a resilience and the quality of life of the adolescents.

• Korean Journal of Culture and Social Issue
• /
• v.11 no.1
• /
• pp.109-142
• /
• 2005

This paper examines the changes in family values in Korea by examining values of children, socialization values, and social support of elderly parents with young and olders mothers. A total of 314 mothers of infants (young mothers) and 395 mothers of adolescents (older mothers) completed a questionnaire compiled by Schwarz, Chakkarath, Trommsdorff, Schwenk and Nauck(2001) comprising of values of children, cultural values, socialization values, interpersonal relationship, social support, stress, and life-satisfaction. In terms of values of children, the older mothers are more likely to emphasize social values, such as continuing the family line. Young mothers are more likely to emphasize psychological values, such as the pleasure of seeing a child grow. As for reasons for net wanting to have children, young mothers are more likely to point out personal constraints than older mothers, such as restriction of freedom. Second, older mothers are more likely than young mothers to express willingness to provide support for their children and even when their children become adults. Older mothers had a more lenient expectation of their children in terms developmental timetable and to expect support from their children when compared with young mothers. Young mothers are more likely to socialize their children with greater warmth and at the same time have higher child-rearing stress when compared to older mothers. Third, when compared with older mothers, young mothers are more likely to receive practical and emotional support from their parents. On the other hand, older mothers are more likely to provide greater practical and emotional support to their parents than the young mothers. Overall, compared to young mothers, older mothers are more likely to hold traditional and conservative values of children and socialization values. These contrasting values reflect the changes in family structure and social change that have been progressing rapidly in recent years.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.42 no.1
• /
• pp.102-113
• /
• 2013

The purpose of this study was to examine parental perceptions on the importance, performance level, and satisfaction with foodservice quality at daycare centers in the Compensation and Welfare Service institute. The questionnaire was developed to measure thirty-two attributes of foodservice operations are administered to 598 parents and 23 foodservice supervisors from June 22, 2009 to July 10, 2009. The parents placed a high importance on the need for foodservices, earning 4.70 points out of 5 points. Their perceptions of foodservice quality menu, foodservice ingredients and effects, facilities, sanitation, and service scored even higher than performance. The overall satisfaction level for foodservice compared to performance was 4.33 and 4.03 points out of 5 points, respectively. Multiple regression analysis indicated that 98.6% of the variance in parents' overall satisfaction scores was explained by six dimensions.

• Journal of Korean Academy of Nursing
• /
• v.4 no.2
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Progress in Medical Physics
• /
• v.25 no.3
• /
• pp.151-156
• /
• 2014

The purpose of this study was to confirm the feasibility of imaging of therapy region from the boron neutron capture therapy (BNCT) using the measurement of the prompt gamma ray depending on the neutron flux. Through the Monte Carlo simulation, we performed the verification of physical phenomena from the BNCT; (1) the effects of neutron according to the existence of boron uptake region (BUR), (2) the internal and external measurement of prompt gamma ray dose, (3) the energy spectrum by the prompt gamma ray. All simulation results were deducted using the Monte Carlo n-particle extended (MCNPX, Ver.2.6.0, Los Alamos National Laboratory, Los Alamos, NM, USA) simulation tool. The virtual water phantom, thermal neutron source, and BURs were simulated using the MCNPX. The energy of the thermal neutron source was defined as below 1 eV with 2,000,000 n/sec flux. The prompt gamma ray was measured with the direction of beam path in the water phantom. The detector material was defined as the lutetium-yttrium oxyorthosilicate (Lu0,6Y1,4Si0,5:Ce; LYSO) scintillator with lead shielding for the collimation. The BUR's height was 5 cm with the 28 frames (bin: 0.18 cm) for the dose calculation. The neutron flux was decreased dramatically at the shallow region of BUR. In addition, the dose of prompt gamma ray was confirmed at the 9 cm depth from water surface, which is the start point of the BUR. In the energy spectrum, the prompt gamma ray peak of the 478 keV was appeared clearly with full width at half maximum (FWHM) of the 41 keV (energy resolution: 8.5%). In conclusion, the therapy region can be monitored by the gamma camera and single photon emission computed tomography (SPECT) using the measurement of the prompt gamma ray during the BNCT.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.40 no.4
• /
• pp.36-50
• /
• 2012

This study was carried out to find contradiction factors on laws for children's activity spaces and facilities and to suggest the rational options to control and manage those spaces and facilities by environmental and landscape planning methods. The results of this study are as follows: 1. The major laws related to the environmental safety for children's activity spaces are "Environmental Health Act (ERA)" for managing the environmental safety of children's activity spaces; "Safety Supervision Law of Children's Play Facilities(SSLCPF)" for the inspection and management for safety of children's play facilities; "Quality Management and Industrial Products Safety Management Law(QMIPSML)" for managing safety certification on children's play equipments. 2. The interior space such as "living room" by the Children's Welfare Law(CWL), "Children Park" by the Act on Urban Parks and Green Spaces(AUPGS), "classroom" on private educational institutes by the Act on Establishment and Operation Private Lesson and Training(AEOPLT) and "nursing room" of child care center smaller than $430m^2$ are needed to be managed as an activity space. 3. In order to reduce industrial burden in the production, establishment, construction, and operation and to minimize unwilling extra burden in the administration effort due to legally double regulate, it is necessary to mitigate the inspections on the equipment certificate from QMIPSML and overlapped or different factors and standards must be unified. With this study, the landscape domain could he enlarged from producing, import of play equipment and establishment, construction and operation of play facilities for a comprehensive range of activity spaces, and the landscape industry such as engineering industry, academic research, management, etc.

• Journal of agricultural medicine and community health
• /
• v.27 no.2
• /
• pp.127-136
• /
• 2002

This study was taken to provide data for the approaches of day care service for the elderly in community health practitioner's post through the study on the utilization rate, characteristics and health promotion that the elderly used the day care services. Data collection used three records that case management in take sheet, dementia check list and ADL record during the one year, from June 21, 2001 to June 30, 2002. During the one year, the elderly used day care services were 119 persons that 26.9% of the total elderly population, 1.5 time per used the elderly, and female elderly(88.9%) more used than male elderly. 39.5%of the elderly user have chronic diseases that was arthritis and hypertension and etc. 41.2% of the elderly users have dementia state that score was $17.39{\pm}7.17$(handicapped elderly), $18.43{\pm}7.36$(healthy elderly), but statistically not significant PADL score was $2.18{\pm}0.55$(handicapped elderly), $2.78{\pm}0.30$(healthy elderly), IADL score was $1.78{\pm}0.51$(handicapped elderly), $2.47{\pm}0.60$(healthy elderly) that were statistically significant. One year later, PADL and IADL of the elderly users were improved that statistically significant(p=0.01). The elderly users were wanted rehabilitation service(22.2%), talking service(20.6%), bath service(12.7%), food service(9.5%) of day care services in CHP's post. We are recommended that day care service for the elderly in CHP's post was very useful and contributed to promote ADL functions.

• Korea journal of population studies
• /
• v.23 no.2
• /
• pp.79-112
• /
• 2000

This study was focused on the contrasting pattern of part-time employment between Japan and Taiwan where the environments are similar in terms of expanding service industries and increasing flexibility of labor. In Japan, the expansion of part-time employment and its feminization have occurred, whereas they have not at all in Taiwan. The purpose of this study was to examine the reasons behind this phenomena, and to explore what relations they might have with the supply of women\`s labor in each country. Data analysis showed the following results. First, when the phenomena of part-time employment in Japan and Taiwan are summarized as \`active\` and \`inactive\` models, the difference could be explained by a structure-oriented approach rather than an individual-oriented approach. In other words, the difference between the two countries is mainly because of the structural characteristics of the labor market. a combination of capitalism and patriarchy, and an effect of state welfare and family policies rather than a \`voluntaristic choice\` due tn household work and child rearing. In light of this. the labor market segmentation and flexibility of labor theory in particular provided a useful frame for explanation. Second, with regard to the supply of women\`s labor, the difference between Japan and Taiwan could be found in the structure of the labor market and in family response strategies. The large corporation-oriented and strictly divided labor market structure in Japan activated part-time employment and its feminization, whereas, the small family-oriented businesses and less divided labor market in Taiwan supported the continuity of full-time employment of married women. There was also a room for informal employment in Taiwan which made part-time employment unnecessary. This study showed that even within similar environments of expanding service industry and pursuing flexibility of labor different measures and adaptations were possible. The case of Taiwan in particular, showed the significance of an informal labor market which was a part of industrialization process and a strategy of producing various products through a subcontracting network.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.1
• /
• pp.1-20
• /
• 2012

The study, published in the 2007 revised curriculum of Practical Arts and Technology and Home Economics textbook(16 species) of the 'human development and family members' area of learning content elements were analyzed. This analysis was conducted in order to evaluate that the 2007 revised curriculum of Practical Arts(Technology and Home Economics) has been made well Articulations. The criteria of Articulations is "Development of learning content, Repeating, Gaps, Reduction. Content criterias is 'human development and family' area. These include "human development, human relationships, marriage and family life, caring for family members and family welfare" of the four criteria and 14 content elements. The results of this analysis, the first content elements is "process of human development, characteristics of human development, family relationships, communication, dating and partner selection, the significance of marriage and family, understanding the basic concepts of family, family change and family problem solving". There was no content elements. content element is 'friendship'. content elements is 'Characteristics of human development', 'understanding of sex and pregnancy and childbirth'. Thus, in the new curriculum, a review of these Articulations are required. Especially, the 'friendship' and 'understanding of sex and pregnancy and childbirth' of the content element should be noted in the curriculum configuration because of content elements be Analyzed as or . Also 'values about marriage change' importance in the low fertility society is a big learning content elements need repeating. However, textbooks should reflect differences in the configuration will hakgyogeupgan. Meanwhile, 'changes in values about marriage' that it is necessary to deal with the repeatedly because of recentely society is The low fertility society, However, for this content element based on the differences between school level to appear the contents of textbooks, the textbook screening process will be provided with the correct guidance.