• Journal of the Korea Academia-Industrial cooperation Society
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• 제12권5호
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• pp.2115-2123
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• 2011

The purpose of this study is to draw a general conclusion through summing up theses on parents' need for their education up to the present. The subjects of this study are 25 masters' degree theses on parents' need for their education in the kindergarten from 2001 to 2010. The results of data on parents' education method and style were conducted by frequency analysis. Also it was surveyed if in how many theses the contents of parents' education were rated over average points by Licker. The results of this study are as follows: First, the parents think that the proper frequency of their education is once or two in a semester and the favorite time is from 10 to 12 o'clock or from 2 p. m. to 4 p.m. They also want to learn on Wednesday, Friday and Saturday. And they want a professional as their lecturer the most and then a homeroom teacher. Secondly, in the survey of their education style they like more lecture or a short course than any other thing, and then they like home messenger, group council and so on. But especially they don't like the style of visiting class, book lending, ceremony/class assistance, practice (workshop), and visiting home. Thirdly, they want to know a general guide in the kindergarten of the contents of their education a lot. And they want to know some of a budget, program, and assessment of a principal and the teachers in the kindergarten. Fourthly, they want to know all parts of the parents' roles related to rearing their children in their own elements of the contents of their education above all. And they also want strongly their free time, hobby, the liberal arts, amusement and recreation. Fifthly, in the view of infant development they want strongly to know how to communicate with their children rightly, and how to adjust their children's activities and how to praise or blame their children. And they also want how to form their children's right habit and to guide their children's right acts in the infant period the most. Lastly, they want to know children's physical development and their cognitive development in the view of infant development the most. And then they want to know the development of sociology, creativity, morality, and emotion in good order.

• Journal of radiological science and technology
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• 제6권1호
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• pp.117-129
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• 1983

This study, in order to improve clinical and practical trainings in the education of radiologic technologists, applies to 76 medical institutions of 91 ones which are used as the hospitals of clinical and practical training in 9 existing junior colleges except 3 new ones of 12 ones throughout all over the country from November 1, in 1982 to April 30, in 1983. And the purpose of this study is to research the percent conditions of basic practical trainings and clinical ones enforced in each college, and the percent conditions, equipments, contents, and opinions in clinical and practical trainings enforced in each hospital. The results are summarized as follows; 1. In the case of junior colleges in the whole country the curriculum of basic practical trainings averages 336.66 hours and the limits are between 120 and 510 hours. The actual hours in practice average 140 hours and the limits are between 60 and 240 hours, which correspond to 41.58% of the curriculum of basic practical trainings. 2. There were three junior colleges among nine that had a reserved hospital for clinical and practical trainings(only 33.33%). 3. The period of the practice was almost vacation in 4 junior colleges. The practice was conducted only for students to want the practice(44.45%), junior colleges that all students in them conducted the practice was 2 junior colleges and presented 22.22%. 4. In the field of students engaging in the practice, each field of radiation therapy and nuclear medicine presented 16.5%, 20.3% and almost students didin't have experience for the practice. 5. In medical institutions the educational institutions for intern showed 67.11%. Hospital with radiologist showed 26.32%. Radiotechnologist who had experience below 5 years presented 60.17%. 6. In the equipment for radiation diagnosis, each hospital had no difference. The number of hospitals passessing diagnostic equipments above 125 KVP was 56.26%. But radiation therapy equipment and nuclear medicine equipment had extremely low rate. 7. In the diagnosis of patient in the practice hospital, conventional radiography-to Skull, Chest, Abdomen, Skeleton, Urogenital system-reached the criterion. But special radiography was comparatively low. There appeared low rate, 32.89% in the field of nuclear medicine, 15.79% in the field of radiation therapy. 8. Students who carried out the practice were 1-89 students, days in practice were 1-30 days. There were differences in that point among among hospitals. Junior colleges conducting the practice were 2 colleges per hospital. Scope of the object were 1-8 junior colleges. 9. The practice conducted for the request of the colleges presented 72.37%, in addition, The prctices were conducted for growth of the younger generation and the same coperation with the colleges establishment of sisterhood with the colleges, relationship with students. 10. The practice conducted without the establishment of plan presented 59.21% The need for guiding book to the practice and evaluating was recognized over 90%. 11. In the relation between the practice with achievement of credit. There were big differences in opinion between hospitals-Group and the colleges-Group; hospital-Group had opinion that must follow achievement of credit with the practice. The colleges-Group had opinion that must conduct the practice after achieving credit. 12. After conducting the practice, in the practice leaders satisfaction degree dissatisfactory opinion presented the most rate 80.26%. Very much satisfactory opinion, as one hospital, presentd only 1.32%. 13. Both hospitals-Group and the colleges-Group had an opinion that the practice leader must have actual experiences, lectures and achievement, an opinion that actual experiences is over 5 years. 14. In the guide of human relation, cooperation, responsibility, courtesy to patients. Both hospitals-Group and the colleges-Group had an opinion that the guide must be involved in the period of the practice and must be instructed.

• The Journal of Dong Guk Oriental Medicine
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• 제6권1호
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• pp.1-34
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• 1997

The present writer studied the medical thought of 'You-Yi(尤怡)', the medical expert of the early 'Qing(淸)' Dynasty, which can be summarized as following. 1. 'You-Yi' writed many essays and treaties about 'Shang-Han-Lun(傷寒論)' and 'Jin-Gui-Yao-Lue(金?要略)', both of which are the writings of 'Zhang-Zhong-Jing(張仲景)', the medical saint of 'Han(漢)' Dynasty, and those writings include 'Shang-Han-Guan-Zhu-Ji(傷寒貫珠集)', 'Jin-Gui-Yao-Lue-Xin-Dian(金?要略心典)', 'Yi-Xue-Dou-Shu-Ji(醫學讀書記)', 'Jin-Gui-Yi(金?翼)', and 'Jing-Xiang-Lou-Yi-An(靜香樓醫案)'. 2. A theory of 'Tai-Yang(太陽)' syndrome, including 'San-Gang-Ding-Li(三綱鼎立)', was proposed by 'Fang-You-Zhi'(方有執)' and 'Yu-Chang(喩昌)' and it came to be one of the leading theory of the 'Shang-Han-Lun', 'You-Yi' rejected their opinions in which they insisted that the 'Feng(風)' hurts the 'Wei'(衛)' and the 'Han(寒)' hurts the 'Ying(營)', and he advocated his particular idea that the 'Xie-Qi'(邪氣)' can directly hit skin, flesh, 'Ying-Wei(營衛)', the Five Organs and the Six Viscera(五臟六腑), regardless of 'Zhong-Feng(中風)' or 'Shang-Han(傷寒)', and he insisted that there is need to be anxious about Whether the 'Ying-Wei' is strong or weak. 3. In 'Shang-Han-Guan-Zhu-Ji', 'You-Yi' invented the eight classifications in treating the 'Shang-Han' and he did not follow the old theories hitherto. He divided the book into six parts via the clinical experiences, and the Classification and Logics in Treatment(辨證論治), and he put several titles on 'Jin-Gui-Yao-Lue. And he newly edited the original text of 'Shang-Han-Lun' and arranged 'Zhong-Jing(仲景)'s Six Meridian(六經) categories. Each syndrome in 'Tai-Yang' 'Yang-Ming(陽明)', 'Shao-Yang(少陽)', 'Tai-Yin'(太陰)', 'Shao-Yin(少陰)' and 'Jue-Yin(厥陰)' has its own categories in treatment. 4. In explaining the Six Meridian(六經) and the Organs and Viscera(臟腑), 'You-Yi' legislated the syndrome in 'Three Yang(三陽)' into Meridian(經) and Viscera(腑) ; the syndrome in 'Three Yin(三陰)'into Meridian(經) and Organs(腑). He also concluded that 'Shang-Han-Lun' not only discussed 'Wai-Gan(外感)' but also included the Internal Hurt(內傷) and Miscellaneous Diseases(雜病). 5. In his academic research, 'You-Yi' followed 'Zhong-Jing' in classifications and prescriptions and succeeded the theory of 'Ma-Chu(마숙)' and 'Li-Zhong-Zi(李中梓)', but was not tied to any stereotyped former practices. He put emphasis on the Spleen(脾) and the Kidney(腎) as he harmonized the Middle Energizer(中焦焦) with the taste of 'Gan(甘)' and 'Wen(溫)' and enjoyed strengthening 'Yang' by benefitting the 'Qi(氣)'. 6. He discussed in detail the causes, mechanism and symptoms on 'Tan-Yin(痰飮)' and proposed the seven categorizes in treatment. 7. He sorted the causes of 'Zhong-Feng' into two kinds of the 'Feng' via 'Wai-Gan' and Internal Hurt, and recognized these two 'Feng's correlate as mutual sources of diseases. He insisted that the origin of the 'Feng' exists in the 'Liver(肝). He also established the eight categories in treating the 'Feng'. 8. 'You-Yi' belong to the classifications and Logical Treatment School. And he, considering he respected and followed 'Zhong-Jing' and 'Li-Zhong-Zi', belongs to the successor to the 'Wen-Bu(溫補)' School. 9. His writings, especially the 'Shang-Han-Guan-Zhu-Ji' and the 'Jin-Gui-Yao-Lue-Xin-Dian', are excellent commentary works on the originals, so they served as significant guide books for many junior scholars. For penetrating the 'Shang-Han-Lun' with his unique way of classification of treatment, he has been highly appreciated by later generations including scholars like 'Tang-Li-San(唐立三)' in the 'Qing' Dynasty, and so many more ones thenceforth. In conclusion, on the base of this study, it is hopefully proposed that the still more profound research on the medical thought of 'You-Yi', as one of the most distinguished scholars, an expert clinician and an earnest writer as well.

• Archives of design research
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• 제15권4호
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• pp.67-76
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• 2002

This study is mainly based on the introduction process of formative art education method of Korean Bauhaus which was brought in this CQuntry through Japan. The introduction routes into Korea of Bauhaus education method by way of the United States through Germany have been disclosed since 1945, including Korean students studying in the United States as well as Scandinavian countries. Those introduction of Bauhaus method by Korean students into Korea had influenced the domestic university education. However, it was worth notice that Park Hui-rak pointed out through his writing that Bauhaus education method had already existed in the CQuntry before 1945 when korea was liberated from 35 years of Japanese colonial rule. Park hinted in his book of "Korean Design History,199B" that the curriculum of primary school, then affiliated with Taegu Education College had been possibly influenced from Composition Education" idealogy led by Japanese Kawakita Rensichiro. In Japan, Bauhaus education method had been independently introduced by civilians like primary school teachers of Kawakita. However, the possible introduction of the informative art education in the country by way of Japan leaves a lot of things to be considered. Because, the introduction was carried out by Choson governor-General which took charge of colonial rule of korea. Accordingly, the purpose of this study is to make full explanation on the introduction of formative art education and on the types. For that purpose, examinations on various materials and information released by many educational institutes as well as by choson Governor-General were included. As the result, it was possible to find out a trace of "Composition Education : Japanese Bauhaus Formative Art Education" in 1937, one year earlier pointed out. And it was remarkable that two interested books were found out, which mainly dealt with Spanung of Composition and Dynamic sense. Finally, through examinations in many aspects, five drawing education books written in 1930s, such as Drawing Guide Details and indication, were proved to be equal to Bauhaus Composition Education in terms of terminology and contents. Moreover, it has been made clear that Composition education Choson was made mostly under the control and management of Choson Governor-General in the of books on education systems in then education college.

• 대한공업교육학회지
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• 제44권1호
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• pp.72-93
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• 2019

The purpose of this study was to provide basic data needed to establish a system of career education which can offer necessary information for middle school students to select vocational high schools suiting to their talent and aptitude. For this, the study formulated research questions: how middle school students in Gyeonggi-do could acquire information related with entering high school; their level of understanding about general high school and vocational high school and their level of information requirement; real state and effect (level of helping them choose future school) of assistance activity for career education as provided by vocational high schools. For the analysis, the study developed a questionnaire and conducted survey for 4,459 3rd graders from 627 middle schools at Gyeonggi-do. Findings were as follows. First, methods of middle school students getting information related with entering high school turned out in the order of internet search (42.0%), consultation with family and friends (25.5%), consultation with teachers (24.0%). While, their methods of getting information related with entering vocational high school turned out in the order of briefing session by vocational high schools (39.4%), field trip to vocational high schools (24.9%), consultation with teachers from vocational high schools (15.7%). Second, the level of understanding (five points full marks) of Gyeonggi-do middle school students about high school by the type they wished to enter, and the level of information requirement (five points full marks) turned out 3.65 and 3.67 respectively for students who wished to enter general high schools, with the difference being 0.02. On the other hand, the level of understanding and that of information requirement turned out 2.92 and 3.25 respectively with the difference being 0.33, for students who wished to enter vocational high schools. Third, looking at the real state of participation of Gyeonggi-do middle school students in assistance activities for career education provided by vocational high schools, 79.4% of all students were participating. Activity with high participation ratio out of these turned out to be in the order of PR and guide book (booklet, brochure, etc.) for vocational high schools at 90.3%, briefing session prepared by vocational high schools on visit at 87.8% and video of vocational high school PR and introduction at 85.9%. The level of how these activities helped middle school students choose their high school was 3.45, showing more effect by 0.13 on students wishing to enter vocational high schools compared to those wishing to enter general high schools.

• (The)Study of the Eastern Classic
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• 제69호
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• pp.563-592
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• 2017

This paper is to examine philosophy of Jurye(周禮, national rituals) described on GyeongJeMunGam and GyeongJeMunGamByeolJip. As it is widely known, Sambong Jeong Do-Jeon (三峯 鄭道傳), regardless of evaluation by posterity, is definitely a figure who established 500 years of Joseon with almost everything handled by his own hands from presenting founding principle of Joseon to organizing the bureaucratic system. In the third year of King Taejo (1394) with Jurye as an ideological model for social innovation, Jeong Do-Jeon wrote Joseongyeonggukjeon and offered it to the king. Joseongyeonggukjeon is a sort of guide for new codes written by Jeong Do-Jeon as a part of defining culture and institutions of the new dynasty, which is based on Confucianism, the ruling idea of the new dynasty. GyeongJeMunGam supplements the section ChiJeon(治典: Articles for Governing) of JoSeonGyeongGukJeon(the first constitution of Joseon Dynasty) mainly to specify the duties and jobs of the prime minister; and also the duties and jobs of the highest secretaries of the kings, and provincial and county governors, whereas GyeongJeMunGamByeolJip consists of the section GunDo specifying the duties and jobs of the kings and the section Euiron additionally explaining about the kings' duties and jobs in the viewpoint of the philosophy of the Book of Change. That is, GyeongJeMunGam finely describes not only the changes, advantages and disadvantages of prime minister system of every dynasty of China and Korea but also the prime minister's duties/jobs and attitude for kings; and it also specifies the duties and jobs of the kings' highest secretaries, guards, provincial and county governors; on the other hand, GyeongJeMunGamByeolJip says that the king should play the symbolic figure setting their mind in right ways and train themselves with virtue through the idea of GunJuSuShin (君主修身: ) to point out a good and capable prime minister and make him govern the country without using their power fully.