• Journal of Plant Biology
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• v.9 no.1_2
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• pp.7-16
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• 1966

In order to determine the factors related to site quality, 13 areas of Larch growing in the Kwangung and its vicinity forest as sample plots, were examined. Sample plots included various site classes as well as age classes. Three were divided into two groups (major and minor trees). Average height of dominant trees was determined through messurement of 5 to 6 dominant tree in each sample plots. Average height of dominant 30 year-old trees was the basis for site index. A Standard Yield Table for the larch produced in Kwangnung forest was made by various data, which included age class 5, ranging from 10 to 45 years. The relationship of the height of the trees, the site conditions, and ground vegetation are investigated in this paper. The site indexes of 40 forest class age in 28-B and 28-G forest classes of the larch associations for ground vegetation had comparatively rarge differences due to the sampled areas. The relation of the direction of forest communities to the height and the diameter of the tree shwoed that its communiteis of northest and northwest parts appeared higher valueof the height and the diameter. The diameter and the height of trees were closely realted to each other. The samller the occupied area per tree and the smaller the average distance among trees, the more density was increased. The larger the density was the lower height of the trees. In the ground vegetation of the larch communities, there seems to be a definite correlation between the height of trees and the occupied area per tree or the average distance among the trees. The height of trees and site index of two larch communities were as follow: 28-B forest class site index 20.8, height 24.0m, 28-G forest class site index 18.4, height 20.9m. The ground layer was analyzed by the method of Quadrat(20/20sq. cm) with an interval of 1M. It set up 40 Quadrats of the larch communiteis. The community structure of the ground vegetation of two larch was analyzed, and important value was calculated and then evaluated. The ground vegetation under the larch had developed Burmannii Beauv stratal society below the 28-B and 28-G the forest class. Accordingly, the first important value of Burmannii Beauv was found in two ground vegetation below the larch. Therefore, this species could be quantitatively considered as the forest indicator species. Common species of each community appeared 18 species out of 34 species in the ground vegetation under two larch communities. The ground vegetation of the 28-B forest class showed more than that of the 28-G forest class. the similarity of the ground vegetation was measrued by the Frequency Index Community Coefficient. The differences between the associations were lcearly manifested by the ground vegetation tested by Gleason's Frequency Index of Community Coefficient for the analysis of each stratal society of all associations. According to F.I.C.C. the ground vegetation under two larch(28-B and 28-G) forest classes showed higher value. An investigation into the relationship of physical and chemical properties of soil and site was considered the next step to be taken in the study of the larch site classification.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• Journal of Science Education
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• v.33 no.1
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• pp.44-55
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• 2009

The research is aimed at investigating the development and application of high school biology classes utilizing discourse-typed inquiry learning program fitted with POE, and the corresponding effect on student's academic achievement and attitude toward science. 4 classes of 11th graders in a general high school located in Busan were selected as subjects. Biology I, 'Circulation' unit was lectured for 4 weeks (6 classes), and the experimental group underwent classes utilizing discourse-typed inquiry learning program fitted with POE. The control group was taught identical major learning contents, but based on the learning objectives and research activities provided by Biology I textbook. As a result of application, first, the discourse-typed inquiry learning program fitted with POE exhibited positive consequences of linking previously acquired knowledge and the new learning attained through experiments, as well as not only improving the students' problem solving capacity through diverging questions from the teachers to drive the students' higher-level contemplation, but also enhancing student academic achievement by assisting their logical thinking. Second, POE-fitted discourse-typed inquiry learning program rendered presupposing session of the experiment that resulted in drawing learners' attention in advance, and incited active participation in the learning process through solving the contradiction between what was actually observed and what was expected, which eventually proved to lay out positive impact on students' attitude toward science.

• Journal of the Korean Society of Radiology
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• v.16 no.7
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• pp.995-1006
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• 2022

The purpose of this study was to investigate the current status of practical course operation in a non-face-to-face online environment, learning effects, and students' experiences and perceptions for radiology major students using a survey. The questionnaire consisted of a total of 34 items in 5 areas: general characteristics of subjects, current learning participation in non-face-to-face environments, learning satisfaction, learning outcomes, improvement and requirements. For the analysis of the questionnaire responses, frequency analysis was performed on the response frequency, ratio, and scale for each item. Based on the general characteristics of the survey respondents, cross-analysis was performed using the chi-square test for participation in non-face-to-face learning, learning performance, and learning satisfaction. implemented. Improvements and requirements were qualitatively analyzed for the repetition frequency of words with the same meaning. Through the results of analyzing the responses of a total of 397 questionnaires, the direction of design and development of practical classes in a non-face-to-face environment in the future and basic information and implications for efficient operation were confirmed. Based on this, it is necessary to continue to think and make efforts for the efficient operation of non-face-to-face practice classes in the post-corona era.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.627-636
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• 2023

This study was conducted to lay the basis of the need of the self-directed learning ability, critical thinking, communicative ability, problem solving skills for nursing students by confirming the effect of problem based learning classes of nursing students. The data collection period was from March 1 to June 7, 2022. It was provided problem based learning classes to 165 nursing students located at B city. Problem based learning classes were conducted at total of 14 times, and 100 minutes/time. The collected data were analyzed using the frequency and percentage, Cronbach's α, mean and standard deviation with the SPSS Win 21.0 program, and the effectiveness verification of problem based learning classes was analyzed with a paired t-test. As a result of the effectiveness of the problem based learning class, the self-directed learning ability(t=-2.08, p=.039), critical thinking(t=-2.49, p=.014), communicative ability(t=-4.90, p<.001), problem solving skills(t=-4.84, p<.001) of nursing students who took 14 weeks of problem based learning was enhanced. Based on the results of this study, by applying it in various ways to first-year nursing students, it will be possible to use them to improve their competence, major satisfaction, and adapt to college life.

• Journal of Korean Academy of Nursing
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• v.4 no.1
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• pp.38-49
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• 1974

Presently, the performance level of the college student has received a great deal of attention, particularly in the area of professional education. The problem of under achievement, especially in areas dealing with science and technology, has gone through considerable investigation by numerous Psychologists and Educators. Thus for, however, they have not been successful in determining conclusively the non-intellectual factors involved. The maladjustment problem of these students has been a thorn in the side of nursing education for some time. This topic has been discussed among nursing educators without any tangible results. Furthermore, the fact that the number of students who withdraw from nursing education programs before graduation has increased. This represents a major problem for nursing education. This problem area had increased attention drawn to it on October 1957, when Russia successfully launched to first satellite "Sputnik" into space. Various studies seem to indicate that factors related to over achievement and under.achievement can be found in the motivation of the students. This study is aimed at testing 3 hypotheses which hopefully will lead to a better understanding of the learning activities of nursing students and to determine some of their nonintellectually personality traits. Hypothesis I: learning activities in nursing students and persona1ity are correlated, there will be significant differences in personality need structures between 4 classes of nursing collegiate students. Sub-hypothesis: There will also be significant differences in the degree of student satisfaction in her major subject. Hypothesis I: If there is a special personality need structure which is required for the clinical learning activity in general, then there will be significant differences between the personality need structures of under-achievers and overachiever. Hypothesis II : If each clinical nursing subject requires different personality need structures, then there will be differences in personality need structure between the different clinical groups Methodology: 1. Tool: A Korean translation and correction of the Edwards Personal Preference Schedule of U.S.A. was used. 2. Subject and Test Method: Subjects were nursing students at Yonsei University, who enrolled for Fall semester of 1971. The Researcher herself executed the test for the test for the class as a group, and the absent students were tested indidually. Out of 307 students, 293 students (95.4%) were reported. 3. Statistical treatment: The mean and standard deviation for each of the 15 personality need variables were computed and the value of T-test was obtained to determine the differences in the personality need structures between each group. Results: 1, For the first hypothesis, the personality need structures between each of the 4 classes and the reported degree of satisfaction in major subject showed significant differences. Therefore the hypothesis I was accepted. 2. The comparison of personality need structure of under-achievers and over-achievers in clinical fields showed significant differences. Thus hypothesis II was accepted. 3. Personality need structure between clinical subject groups showed significant differences therefore the 3rd hypothesis was accepted.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.2
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• pp.371-384
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• 2010

This research investigates the historical changes of the educational system for the clothing departments at vocational high schools. According to the growth of the fashion industry, employment potential in the clothing departments of the vocational high schools, numerical changes in the educational statistics, and curriculums were investigated by papers, reports, and statistic data. The statistic data were derived from the 'Center Educational Statistics and Information', 'School Information' (Hak-gyo Alimi), 'Korean Statistical Information Services' and internet home pages of vocational high schools. Technical service workers that graduate from clothing departments and vocational high schools have limited competitiveness in a thriving fashion industry field. Highly developed fashion industries require more professional workers in fashion design, fashion marketing, and fashion materials. Compared to 1994, when 35 classes were conducted in 5 vocational high schools, 69 classes are now conducted at 15 schools. They have over 2,000 students and produce over 600 graduates. However, 222 credits of the $1^{st}$ curriculum in 1958 went down to 82 credits in the 2007 revised curriculum to complete the credits of clothing departments. The 15 courses of the 1st curriculum fell to 5 courses in the 2007 revised curriculum on the number of major subjects. It is a fundamental problem that major courses in clothing education have been excessively reduced despite the demand for of highly specialized workers in the fashion industry. In the view of operating conditions of those schools, there were several problems such as the wide gaps in the curriculum, limited equipment, the supply of teachers, and counseling on the choice of college or a career. In conclusion, the following measures are required: 1) the increase of complement credits in major subjects and renovation of curriculum, 2) national substantial support to change the social circumstance concerning vocational education and occupational consciousness, 3) operation of credit approving systems in universities and colleges for students that have completed the same courses at vocational high schools, 4) designing realistic programs for vocational education and cooperation systems with corporate enterprises.

• Korean Journal of Clinical Pharmacy
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• v.19 no.1
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• pp.1-17
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• 2009

Adverse drug reactions (ADR) caused by inappropriate prescription are responsible for major socioeconomic loss. Drug-drug interactions (DDI) has been recognized as a major part of ADRs and, therefore, healthcare professionals should prevent possible DDIs to minimize preventable ADRs. This study aimed to examine DDI information in drug information references and Korea Food & Drug Administration (KFDA) drug labeling information. Drug ingredients from the formulary of Health Insurance Review and Assessment Service in Korea (HIRA) were included for the study. DDI information source used for the study were Micromedex Drugdex and Drug Information Facts (DIF) with the DDI severity level of "moderate" or more. The DDI information in KFDA drug labeling were collected and compared. Drug ingredients were classified with KFDA Drug Classification and ATC Classification of WHO for the analysis. Among the total 1,355 drug ingredients satisfying inclusion criteria, 738 ingredients involved at least one DDI, which was described in Micromedex and/or DIF. Drug Ingredients of 176 involved DDI only described in KFDA drug labeling, but not Micromedex nor DIF. Drug ingredients of 35 which DDIs were described in Micromedex or DIF did not have DDI based on KFDA drug labeling. Micromedex and DIF retrieved 7,582 and 3,071 DDIs, respectively 57.6% and 58.5% of DDIs were also described in KFDA drug labeling. Central nervous system (CNS) drugs, cardiovascular system (CVS) drugs and the antiinfectives appeared to have higher frequency of DDIs among all drug classes. The highest number of DDIs with high severity level ("contraindicated" or "major") were the DDIs of CNS drugs. The antiinfectives are the second drug group having serious DDIs. The DDI pairs of the CNS drug and the antiinfective had the highest contraindication risk (13.6%). DDI information from Micromedex and DIF were not consistent with the result that only 465 ingredients' DDIs are common in both literature (total DDI numbers were 715 vs 488, respectively). And 1,652 DDI information are common in both references among 7,582 vs 3,071 DDIs, respectively. Only 55.2% of DDI information in the database contained in the KFDA drug labeling. Prescribers and pharmacists should pay attention to the drugs for CV system, CNS and infections because of higher risk of possible DDIs compared to other drug classes. KFDA drug labeling is not likely to be recommended as a good information source for DDI due to significant inconsistency of information. Drug information providers should be aware that DDI information from different sources are not consistent and therefore multiple references should be used.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.119-131
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• 2021

The purpose of this study is to improve the curriculum of major subjects by constructing and applying design thinking centered 'early childhood language education' for prospective kindergarten teachers, and to cultivate their teaching ability in the classroom. As a result of the study, it is as follows. First, in the improvement of 'early childhood language education' subjects centered on design thinking, the "plan" stage recognizes the problem of interest in language education and the execution of language areas. In the "action" step, they created a interesting stationery for plays that can be actively expressed for young children who are hard to write. In the "re-action after reflection" steps, they have developed creative writing based on the diverse experience of the who have been working on a kindergarten field practice, Second, The meaning of the implementation for the major classes based on the design thinking is listening to young children than given practice, and self-reflection and growth through sympathy and cooperation. The implications of this study are needed to change the various major classes and the experience of problem solving is that it is also helpful for the autonomy and expertise of prospective kindergarten teachers.

• Journal of Korean society of Dental Hygiene
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• v.9 no.1
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• pp.193-205
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• 2009

The purpose of this study was to examine the needs of learners in an advanced major course in a bid to strike a balance between theory and practice. And it's also meant to suggest an actual case of that effort in an advanced course. As a result of analyzing the collected data, the largest number of the learners who signed up for the advanced course chose that course to earn a bachelor's degree, and the second greatest group did that to bolster their expertise. The name of the college that offered that course (41.4%) had the most impact on their choice of it, followed by accessibility(28.6%). The most common thing they practiced in the oral health education course as one of major courses was forming a lesson plan, followed by teaching at schools and kindergartens, trial student teaching, producing PPT, making OHP materials, making a bulletin board and producing leaflets. During clinical activities for oral health education, the largest group considered it necessary to learn about more theories on educational psychology(54%), followed by the production of teaching media(29.9%) and teaching methods(25.3%). Likewise, the greatest group found it more necessary to practice educational psychology(42.5%), followed by the utilization of media(37.9%) and teaching methods(28.7%). An one-on-one interview was implemented before and after their classes to obtain more detailed information on their needs, and what their needs were in relation to the given curriculum was eventually confirmed, which made it possible to offer better education in response to their needs.