• Journal of Families and Better Life
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• v.9 no.1 s.17
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• pp.1-11
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• 1991

This paper reviews the literature on life course as a perspective in family studies. Life course approach on family studies have been emerged since 1960. This approach, which is challenging accepted knowledge and theory, partly reflects a shift in analytic perspective from structural models to a more behavioral thrust that views as a actor in structured situations, Life course approach is a theoretical orientation for our understanding of the linkage between individual and family development in context of changing historical context. Life course approach contributes time, process, and context to receiving in sociological perspectives on family and kinship.

• Korean Journal of Social Welfare Studies
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• v.41 no.3
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• pp.349-378
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• 2010

The Life-Course perspective is a theoretical orientation that views the life-course as the age structure embedded in social institutions and history and understands the life-course of individual and group in the contextual perspective. The life-course perspective studies were developed in Germany and North America. They study social and historical effects and the effect of institutions and the state on the life-course, the pathway of the work career and differences of labour outcomes, and the inequality that is developed in the life-course. In Korea, the life-course perspective studies were tried in various fields and cumulated. However, it didn't established as a theoretical orientation. For applying the life-course perspective to connect the individual life-course with social and historical event, I describe the historical location of individuals born between 1930 and 1979 and analyse the change of their transitions to adulthood exploratorily. On results, the extension of education made the structural change of their life-course, and in young cohort the timing of leaving school, entering workforce, marriage and childbirth was delayed and transitions were made in narrower spread. It means the standardization of the life-course as appears in modern society. The 1970s birth cohort has the differenciated life-course pattern, however I cannot verify that change because of the right censoring.

• Korea journal of population studies
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• v.22 no.2
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• pp.47-71
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• 1999

이 연구는 결혼시기에 결혼 이전의 생애과정이 미치는 영향을 분석하고 있다. 자료는 1983년 전국인구이동조사의 개인 생애사 자료이다. 분석방법은 이산시간 사건사분석을 사용하고 있다. 이 연구는 생애과정을 생애사건의 연쇄로 파악하여 생애사건연쇄분석을 하고 있다. 이 연구에서는 생애과정이 결혼시기에 미치는 영향을 네 가지의 가설로 설정하여검증하고 있다. 연구결과 결혼이전의 생애과정이 결혼시기에 미치는 영향은 성별로 차이가 있음을 보여주고 있다. 또한 생애과정인지에 따라 결혼시기에 미치는 영향도 차이가 있음을 보여 주고 있다.

• Journal of Korean Dental Hygiene Science
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• v.2 no.2
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• pp.53-60
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• 2019

Introduction: This study aimed to investigate the adaptation to college life of dental hygiene students. Methods: A total of 300 students in the 3-year course, and 200 students in the 4-year course at the Department of Dental Hygiene, were selected. A self-reported questionnaire was used between 27th June and 31st August 2017. From this, 439 questionnaires were collected and analyzed. Results: 1. The overall degree of adaptation to college life, according to varied general characteristics of the subject students, appeared to show that male students had a higher degree of adaptation than female students. It also appeared to be higher in students that had a higher level of academic accomplishment(<0.001). 2. The average score of the degree of adaptation to college life was 2.57 points(full score of 4.00 points). Social adaption had the highest score of 2.92 points, while academic adaptation had the lowest score of 2.37 points. Regarding the subordinate domains of adaptation to college life, the average score of attachment adaptation of students in the 3-year course of the Department of Dental Hygiene(2.69 points) appeared to be higher than that of students in the 4-year course(2.52 points). The difference between these scores was statistically significant(p=0.001). 3. The effects of varied academic systems upon the degree of adaptation to college life were also analyzed. Emotional and attachment adaptation to college, as well as the academic accomplishment of students in the 3-year course, was distributed over a range of 3.0~3.5. This was significantly different compared to students in the 4-year course(p<0.05). Conclusion: It is necessary to develop stepwise and continuous educational programs to enable better college life adaptation for students in the Department of Dental Hygiene.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.93-100
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• 2004

To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.

• Journal of Science Education
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• v.37 no.3
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• pp.446-457
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• 2013

The 2009 Revised National Curriculum introduces plans for the "intensive course completion system". This study investigated students' learning satisfaction with and perceptions of Life Science in the humanities and social science course in general high schools according to the implementation of the intensive course completion system in the 2009 Revised National Curriculum, and analyze relations with gender and with academic achievement levels. The findings are as follows: First, the students in the humanities and social science course recorded an overall low learning satisfaction in Life Science through the intensive course completion system. It was analyzed that they especially found it burdensome to take the lessons four hours per week in one semester according to the system. Second, the students in the humanities and social science course didn't have positive perceptions of a need to study Life Science when considering their future career choices, but they positively perceived when considering its educational benefits. Third, the more learning satisfaction with Life Science they had according to the intensive course completion system, the higher learning perceptions they had. Finally, the girls showed a higher level of learning satisfaction and perception than the boys. The higher their academic achievement was, the higher their learning satisfaction and perception level became.

• Proceedings of the KACD Conference
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• 2001.11a
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• pp.565.1-565
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• 2001

This study aimed to compare the efficiency of propylene glycol (PG) and distilled water (DW) as vehicles that would allow diffusion of dye through the root canal system. Human maxillary central incisors were chosen and de-crowned. After enlarging the upper part of the root canal with a Peeso reamer, cementum covering the upper third of the root was removed. The roots were ultrasonically irrigated with 5% NaOCI to remove smear layer.(omitted)

• Journal of the Korea Society of Computer and Information
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• v.13 no.5
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• pp.237-246
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• 2008

When a fire occurs in a large-scale or complicated facility there is a possibility of large-scale loss of life if there is no information on the location of fire and the location of emergency exits for people to take shelter. Consequently, the fire or disaster prevention system and the shelter course guidance system that optimally guides the shelter course are necessary to reduce the loss of life. This paper proposes a shelter course guidance system using a sensor network to reduce the loss of life in a building where a fire occurs. The experimental result of this research shows that the shelter course guidance system provides the optimum shelter course to people in infrastructure when a fire occurs.

• Korean Journal of Computational Design and Engineering
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• v.18 no.1
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• pp.28-35
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• 2013

Product Life cycle Management (PLM) is an indispensable tool for manufactures to develop competitive products in an efficient way. This enlarges the number of participants for product development who should understand PLM for their supporting activities. However, burdens for developing example products, maintaining complex PLM systems and training prerequisite skills for engineering tools such as CAD systems prohibit an efficient introductory course to PLM. This paper proposes a comprehensive introductory course to PLM that bases on general product development process. In addition, it enables participants to build their example products with familiar Lego blocks and to construct 3D CAD assembly models by using predefined 3D elements. The PLM system for the course provides an intuitive and simple user environment for participants to specify their parts lists, associated 3D CAD models, and product structure of example products. Experiences on a class of the course show it is a valid and efficient education and training method for the PLM introduction.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.19-31
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• 1989

The purpose of this study is 1) to find out the general tendency of high school girls’recognition and application of Home Economics course 2) to find out the variables influencing on the recognition and application of Home Economics Course 3) to find out the relationship between recognition and application of Home Economics Course. The subjects of this study were 639 high school girls of third grade in Chunnam province including Ko-heung Kun. The questionaire was used as a methological instrument. The statistics used for data analysis were x$^2$-test, T-test and F-test. The major findings were as follows. 1. The general tendency about recognition and application of Home Economics Course. A third of 639 subjects answered that Home Economics Course was helpful for their livers. 45.1% of the subjects felt that Home Economics Course was eaiers to study than the other courses required in High school. 31.9% of the subjects liked Home Economics Course while 11.9% of subjects disliked it. 79.7% of the subjects wanted more practical studies and practices than theoretical studies in class of Home Econmics Course. The degree of application of Home Economics Course was low level； average score was 19.6 out of 30 points. 2. Variables related to the recognition and application of Home Economics Course. Variables influencing on the recognition toward Home Economics Course were the degree of helping housework, the degree of happiness as a female, and the degree of satisfaction with home life. The higher the level of income, happiness as a female and the satisfaction with home life, the higher the application score of Home Economics Course. 3. Relationship between recognition and application of Home Economics Course. There was a positive relationship between recognition and application of Home Economics Course. Students who showed affirmative responses to Home Economics Course, their application scores of home Economics Course were higher than those of students who showed negative responses.