• Journal of Korean Academy of Nursing
• /
• v.30 no.4
• /
• pp.932-947
• /
• 2000

The purpose of this study was to suggest directions for developing a Health Promotion Program for the elderly in Korea for the future. For this, twenty previously developed & implemented health promotion programs were reviewed and analyzed in terms of target population of the program, components of the program, measurement variables for effects of program, the effects of the program. The results were as follows. 1. Most of the target populations were older adults living independently in the community. 2. Components of the program were health education, health assessment and counseling and exercise program. - Health education was done in most of programs. The topics of health education that were often included in the programs were life style changes, medical knowledge, independent living, the concept of health promotion and changes related to aging. - In health assessment and counseling, health professionals discovered their health problems through health assessment or health risk appraisal. Then they developed health recommendations on each health problem and encouraged the elderly to implement the recommendations. 3. Variables measuring the direct effects of the program were health behavior, knowledge, attitude, skill, use of medical/health reference book. Variables measuring the indirect effects, biometric outcome, health status, functional status, medical service utilization, medical cost and wellbeing. 4. The analysis showed that health education was effective for changing health behaviors, improving knowledge, skill and attitude in the elderly. Those results were suggested to be used as guidelines for developing a health promotion program for the elderly in Korea for the future.

• Nuclear Engineering and Technology
• /
• v.46 no.1
• /
• pp.11-26
• /
• 2014

The analyses carried out within the Seismic Probabilistic Risk Assessments (SPRAs) of Nuclear Power Plants (NPPs) are affected by significant aleatory and epistemic uncertainties. These uncertainties have to be represented and quantified coherently with the data, information and knowledge available, to provide reasonable assurance that related decisions can be taken robustly and with confidence. The amount of data, information and knowledge available for seismic risk assessment is typically limited, so that the analysis must strongly rely on expert judgments. In this paper, a Dempster-Shafer Theory (DST) framework for handling uncertainties in NPP SPRAs is proposed and applied to an example case study. The main contributions of this paper are two: (i) applying the complete DST framework to SPRA models, showing how to build the Dempster-Shafer structures of the uncertainty parameters based on industry generic data, and (ii) embedding Bayesian updating based on plant specific data into the framework. The results of the application to a case study show that the approach is feasible and effective in (i) describing and jointly propagating aleatory and epistemic uncertainties in SPRA models and (ii) providing 'conservative' bounds on the safety quantities of interest (i.e. Core Damage Frequency, CDF) that reflect the (limited) state of knowledge of the experts about the system of interest.

• English Language & Literature Teaching
• /
• no.5
• /
• pp.149-189
• /
• 1999

Assessment can be defined as any method used to understand the current knowledge that a student possesses. Assessment may influence decisions about grades, placement, instructional needs, and curriculum. Therefore, the purpose of assessment is to identify how the students think and know, to diagnose the difficulties they face, and to reflect the result of assessment on teaching. But the traditional multiple-choice test failed to evaluate and teach higher-level thinking and problem-solving skills. In this context, performance assessment is being required as an alternative assessment to get better understanding about what the students can do as well as what they know. This article points out some weaknesses of traditional assessments, and comments on the theoretical background and necessity of performance assessment. And it presents more specific information about performance assessment and some examples. It is certain that performance assessment is student-centered and future-oriented. But performance assessment can't be the surest and best way of evaluating the students' abilities. We are just on the way of another experimental stage for improving teaching methodology. More supplementary analyses and further improvements are needed.

• International Journal of Fuzzy Logic and Intelligent Systems
• /
• v.5 no.3
• /
• pp.179-182
• /
• 2005

A model of an assessment module has been created, using intuitionistic fuzzy estimations, which render account on the knowledge of the trained objects. The final mark is determined on the basis of a set of evaluation units. An opportunity is offered no only fur tracing the changes of the parameters of the trainer object, but there is also an opportunity of tracing the status of the already comprehended knowledge, as well as evaluating and changing the training themes and evaluation criteria.

• Journal of The Korean Association For Science Education
• /
• v.34 no.1
• /
• pp.1-9
• /
• 2014

This study aimed to explore the over-efficacy in problem solving and overconfidence of knowledge of students performing assessments in two different test formats: multiple-choice and supply-type. Two hundred and four female middle school students participated in this study. Multiple-choice and supply-type formats of tests on photosynthesis were used, and each item contained scales indicating one's self-efficacy on problem-solving and confidence of knowledge. The results showed that the correlation coefficients of performance between the two different assessment formats were less than 0.5 and the correlation coefficients between efficacy/confidence and actual performance were less than 0.45. Moreover, students tended to exhibit more over-efficacy and overconfidence in multiple-choice formats. The percentage of over-efficacy and overconfidence was higher in the group that completed the multiple-choice test first followed by the supply-type assessment than in the group that started with the supply-type followed by the multiple-choice assessment. From this study, it can be suggested that more use of supply-type assessment is required in science education. If test administrators require the combination of both multiple-choice and supply-type in an assessment, the supply-type assessment format should come first so that students can maintain the appropriate level of efficacy and confidence. In addition, science educators need to develop new learning programs to enhance students' self-monitoring skills of their problem-solving ability and knowledge.

• Preventive Nutrition and Food Science
• /
• v.8 no.3
• /
• pp.260-264
• /
• 2003

The growing concern for poor dietary habits among adolescents has prompted many researcher to study the adolescents' knowledge and beliefs on a number of nutrition-related issues. Following that precedent, this study was conducted to evaluate the nutrition knowledge of a sample of adolescents in a middle school in Ohio. The participants were 532 students in the sixth, seventh, and eighth grades between the ages of 11 and 13 from Shawnee Middle School in Lima, Ohio. The students were asked to answer a questionnaire CANKAP (Comprehensive Assessment of Nutrition Knowledge, Attitudes, and Practices), which measured their nutrition knowledge. The CANKAP questionnaire consisted of 20 questions for sixth grade students and 25 questions for seventh and eighth grade students. Also, the participants were asked to identify their gender. According to the result, nutrition knowledge of middle school children was weak. The findings indicated that females had higher mean nutrition knowledge scores than boys in the seventh and eighth grades. There was no significant difference in the mean value of nutrition knowledge between sixth grade boys and girls.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.5 no.1
• /
• pp.141-153
• /
• 2009

There have been a lot of researches about KM(knowledge management) in domestic and foreign countries since 1990. Especially, there have been a lot of researches about enabler of KM, knowledge asset etc. but these are insufficient researches about performance measure of knowledge management considering maturity of KM. In addition, performance measure and maturity considering enabler to manage successful knowledge as well as knowledge asset which can be the following result are not the sufficient situation. Therefore, this study makes developmental levels of the inside and outside of the corporate by observing previous studies about the maturity of knowledge management and classifies enabler of knowledge management and measure item about knowledge asset by level, considering the features of each developmental level. And it is designed to propose maturity measure methods considering maturity level of actual knowledge management item by drawing indicator to measure classified items.

• Education of Primary School Mathematics
• /
• v.9 no.2 s.18
• /
• pp.107-118
• /
• 2005

The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

• Korean Journal of Child Studies
• /
• v.29 no.6
• /
• pp.55-71
• /
• 2008

This study investigated parenting knowledge, interactions between mother and infant, and relationship between mother's parenting knowledge and mother-infant interaction by mothers' demographic variables. Subjects were 311 mothers. Instruments were the Knowledge of Child Development Inventory (Larsen & Juhasz, 1986) and the Assessment Profile for Early Childhood programs (Abbott-Shim & Sibely, 1987). Data were analyzed by t-test and ANOVA. Results showed (1) differences about parenting knowledge by mothers' employment status, age and education level, (2) differences in mother-infant interaction by mothers' age and education level, (3) parenting knowledge about physical development correlated positively with positive interaction, linguistic modeling, and sensitive response knowledge about linguistic and cognitive development had a large effect on positive mother-infant interaction and linguistic modeling.

• Food Quality and Culture
• /
• v.2 no.1
• /
• pp.48-54
• /
• 2008

The purpose of this study was to evaluate the elementary students' knowledge, attitudes, and practice for food hygiene and safety. A self-administered questionnaire was developed and offered to 375 elementary school students throughout the Seoul region. The results of the survey were as follows: First, the knowledge, attitudes, and practice were not at satisfactory level. The scores of children's knowledge, attitudes, and practice were 67.42%, 3.83, and 3.81 out of 5 point scale, respectively. Second, knowledge, attitudes and practice levels were significantly different according to demographic characteristics. The lower grade-students had significantly higher scores for knowledge (p<.05), attitudes (p<.05) and practice (p<.01) than higher gradestudents, suggesting that food hygiene and safety education is more effective in younger students or that repeated education is needed for higher grade-students. Third, knowledge, attitudes and practice levels were significantly correlated each other. These results suggest that the education programs for food hygiene and safety should be developed for, as well as implemented in, lower elementary school grades.