• Journal of Dental Anesthesia and Pain Medicine
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• v.16 no.3
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• pp.199-202
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• 2016

Background: The aim of this study was to provide insight on dental fear amongst schoolchildren and evaluate the association between caries experience and fear of dental procedures. Methods: A sample size of 250 students (both sexes) of ages 10-14 years were enrolled in the study. Before dental examination, each participant was informed about the study and given the Children's Fear Survey Schedule - Dental Subscale (CFSS-DS) questionnaire. Children who scored greater than 38 were included in the 'with dental fear' group and those who scored less than 38 were assigned to the 'without dental fear' group. All oral check-ups were carried out on the school premises according to WHO criteria. Results: There were 105 children (42%) who experienced dental fear. As CFSS-DS scores increased, scores on the Decayed, Missing and Filled Surfaces Index (DMFS) also increased. Scores were highest on "injections" followed by "dentist drill" and "feeling of choking". Children were significantly less anxious about items of dental treatment if they had experienced that particular form of treatment. Female participants were found to be more dentally anxious than the male participants. Conclusions: The data revealed dental fear in 10-14 years old children and showed that dental fear scores decreased with increase in age and experience.

• Korean Journal of Health Education and Promotion
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• v.18 no.3
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• pp.133-162
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• 2001

Unexpected accidents in school has been gradually increased every year, and student's mistaken was the first reason of the accident. To preventing the students from Unexpected accidents in school, safety education is more important than having strong facilities to have much more strong protecting forces for the accidents. Therefore, systematic education of safety is needed most of all, and especially, strengthening safety education in school is needed. Hereby, this study is aimed at investigating and analysing the actual condition and demand of safety education. It also conducted a survey with the target of 1,255 students in the second grade of high school in Seoul from April 20 to May 19, and the result of this study is as follows. 1. In the general features of the subject of the survey, boy students and girl students occupied 50.8％ and 49.2％ each, and boys' high school (34.3％), girls' high school(32.2％) and co-ed(33.5％) participated in balance. In the location, north from Han river occupied 54.6％, south were 45.2％. 2. According to the status of experiencing an accident, boys were more experienced then girls(p〈0.05). From the section, home accident(56.8％) occupied most followed by school accident, traffic accident, sports accident and poisoning. The accident happening most often in detailed category is sports accident such as basket ball, foot ball and dodge ball. The actual condition of the subject's using a school health facility shows that boys students use it more often than girl students(p〈0.01) 3. In attitude toward safety, the subject showed lower interest in safety issues than other social issues. But attitude in seriality of safety problems were high. Also, they responded ‘individual citizen’(63.1％) as the one who should make efforts for safety. Regarding knowledge of preventing safety accidents in attitude toward individual safety, 42.2％ answered ‘they know a little’ and 32.6％ of respondents say ‘they do not know’. To a question of the degree of the subject's following safety rules, 36.4％ were answered ‘keeping’ and the group using a school health facility shows more ‘keeping’ the others(p〈0.05). 4. To a question of asking if they have experienced safety education, 51.2％ answered ‘yes’. Teachers who mainly take care of safety education are answered as training teacher(48.7％). As for education time, training class(51.3％) is said to have safety education most followed by health-related event and PE(Physical Education). Frequency of education shows once or twice a session (62.8％) most often, but in case of co-ed school, 5-7times a session or more(20.1％) are being practiced. Looking at education time, 1-2 hour(s)(22.1％) or for a short time(22.1％) during class are being practiced. As an education method, instruction(43.8％) and video education(32.5％) are being practiced, and when it comes to education evaluation method, ‘not practiced’(70.0％) answered. To the question if they are satisfied with school safety education, they answered more ‘no(43.1％)’ than ‘yes(6.7％)’, and the reason is that safety education class is just for formality's sake, and the fact they already know is being repeated. The contents of safety education is composed of school safety, home safety, and first aid. 5. It is turned out that 56.5％ of the total boy students and 61.1％ of the total girl students recognize the necessity of safety education. To the question if safety education is needed in an elementary and middle education course, 46.4％ of the subject answer answered' it's necessary'. The most reason for their answers are ‘safety education is directly related to life’. 6. Regarding the requested time of safety education is ‘one hour a week’ by 55.9％. For safety education, safety education teachers(38.7％) are answered to be the most proper. As a request for safety education, video education is answered to be the most appropriate(30.6％), followed by practical skills, lecture and discussion(p〈0.05). Demand of educational evaluation, practical skills, interview and observation are answered to be needed. To the question if they want to participate in the way of demanded safety education, 41.9％ of respondents answer ‘have a mind to participate in’ (41.9％). To benefits followed by completing safety education, 72.0％ of respondents answer ‘agree’, and 24.7％ ‘do not agree’, which means lout 4 disagrees with completing safety education. 7. Looking at demand of safety education according to the features of the subject, ‘our position for the person who has handicapped’ was answer to the most.

• Journal of the Korean Society of Clothing and Textiles
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• v.29 no.12 s.148
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• pp.1571-1581
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• 2005

In a highly competitive marketplace, U.S. retailers are challenged to attract, recruit, and retain a skilled workforce. The purpose of our research was to examine the impact of young retail employees' work experiences on their job performance, job satisfaction, and career intention using a comprehensive approach to model development. The model was developed in three phases over a four-year period using both qualitative and quantitative methodologies. During Phase 1, we conducted focus group interviews to guide the development of the questionnaire. Work experience was initially operationalized as role conflict, role ambiguity, supervisory support, and work involvement. Using a student sample(n=470) from U.S. universities, we employed multiple regression to determine the significance of relationships between their work experience, job satisfaction, and retail career intention. During Phase 2, we expanded our investigation to include retail work experiences of teens employed while they were in high school. The teen sample(n=898) was drawn from students enrolled in work-study programs in 16 U.S. high schools, and data were analyzed using structural equation modeling (hereafter SEM). During Phase 3, we expanded our model to include two new variables, job characteristics and job performance. Based on a national sample(n=803) of U.S. university students, we employed SEM to holistically determine if retail employees' work experience impacted their job performance, job satisfaction, and retail career intention. During each phase, job satisfaction consistently was the superior antecedent of retail career intention. Among the work experience variables, supervisory support had a positive impact on job satisfaction, while role conflict, role ambiguity, and work involvement exhibited inconsistent effects on job outcomes. The strong relationship between job satisfaction and retail career intention should make job satisfaction a priority for retailers.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.565-586
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• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.532-544
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• 2004

The purpose of this study is to analyze the concept concerned with Earth's rotation as passed by tenth graders whose interest in earth's rotation and learning styles were varied. To examine student's interest in the Earth's rotation, 4students (visual-verbal learning style student with much interest, visual learning style student with much interest, visual learning style student with little interest, and verbal learning style student with little interest) were chosen for study. Personal interview was used for this study. To probe students' conception in varied ways, they were allowed to make gesture and draw pictures through data collection process, except for interviews. And the data were analyzed one by one. The result of this study were as follows: First, the student with much interest was faster to answer the questions about Earth's rotation than the one with little interest. Also he comprehended better and was able to explain reasons coherently. Second, there was little difference according to student's learning style. Third, one of the repeated misconception was direction. For thinking that is the right side is the east side, students have misconception that the sun goes from right to left and stars in north sky move clock-wise.

• Journal of Korean society of Dental Hygiene
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• v.11 no.5
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• pp.659-670
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• 2011

Objectives : The purpose of this study was to examine the state of oral health care among special school personnels in an attempt to provide some information on the improvement of the oral health care of students with disabilities who would be under the first hand influence of school personnels. Methods : The subjects in this study were personnels who were selected by random selection in five different special schools located in the city of Jeonju, North Jeolla Province. A self-administered survey was conducted in person from July 5 to 14 after the purpose of this study was explained. Results : 1. Concerning their general characteristics, the level of oral health knowledge was high in the personnel whose career is 5 years more, and the younger personnels had a better oral health knowledge, and the men were more knowledgeable than the women. 2. As to oral health education experience, the rate of the respondents who ever received oral health education stood at 35.3 percent. In relation to the frequency of oral health education, the biggest group that accounted for 58.2 percent received that education once. As for the route of education, the largest group that represented 52.7 percent received that education at dental hospitals or clinics. In relation to satisfaction with oral health education, the greatest group that accounted for 38.5 percent were dissatisfied with that education. 3. As for an intention of receiving oral health education in the future, the biggest group that accounted for 60.9 percent intended to receive that education if they would have free time, and the largest group that represented 47.7 percent believed that oral health education should be conducted by dental hygienists. 4. Concerning their general characteristics, the level of oral health promotion behavior according to age in both bushing and supplies of oral health care was high in forties-1.89 point and 3.33 point, and that in regular visit to a dental clinic was the highest in twenties for 2.58 point, and that in dietary control was the highest in twenties for 2.59 point. 5. Their oral health knowledge had a significant positive correlation to their toothbrushing, regular dental clinic visit and dietary control that were the subfactors of oral health promotion behavior. 6. As for the impact of oral health promotion behavior on oral health knowledge, toothbrushing exerted the greatest influence on that(${\beta}$=0.306, p<0.001). Conclusions : Appropriate institutional measures should be taken to let dental hygienists who are expert in oral health care provide incremental oral health care for students and adults with disabilities in educational institutions and facilities for the disabled, and the development of oral health education programs is urgently required to offer systematic oral health education for not only students with disabilities but their teachers and guardians.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.306-323
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• 2011

The purpose of this study is to analyse the origin of the terms for well-known minerals and rocks in South Korean, North Korean, English, Chinese and Japanese. All of the terms for mineral and rock have been standardized in English and Chinese, Whereas not all of the terms are standardized yet in Japanese, North Korean and South Korean. Although many Korean researchers have recognized the fact and tried to standardize the terms, most of the terms for minerals and rocks have been used without any research conducted on them, which made it impossible. The terms for minerals were mainly made based on some of 28 geologic properties: chemical composition, color, shape and material. The terms for rocks were mainly originated from some of their 30 geologic properties: mineral composition, origin of rock, material and surface. 23 of the 124 English terms were named after the names of men or location, Whereas only 3 terms were originated from a name of place in the Eastern countries. In the Eastern countries, the terms for some minerals or rocks often consist of more complex geologic properties, compared with English terms for the same ones. For the minerals with complex geological properties, in the Eastern countries, there are 28 terms on average, which is much more than 2 in English. There are 9.25 terms in average for the rocks with complex geological properties in the Eastern while only 5 terms exist in English. Some of the Korean terms are very difficult for students to recognize what they are because the terms were originated from Japanese or English terms, which were translated into Korean without consideration of Korean contexts. Therefore the terms of rocks and minerals need to be discussed about their meaning and relevance.

• Journal of Korean Ophthalmic Optics Society
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• v.5 no.1
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• pp.107-116
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• 2000

This study is of investigation of refraction error, spectacles and contact lenses wearing state, visual acuity test, ophthalmologic common sense and vision care, using questionnaire study for 850 male and female high school students in Kunsan and Chongup City, Cheolla North Province. The results are as follows: 1. Among the 823 answerers, emmetropia is 18%, myopia is 55.1%, and hyperopia is 7%, respectively. 2. Among the 837 answerers, 381 students(45.5%) wear spectacles or contact lenses. Among the 381 students who wear spectacles or contact lenses, 78% wear only spectacles, 4% wear only contact lenses and 18% wears spectacles sometimes or contact lenses sometimes. 3. The places where the answerers had visual acuity test to wear spectacles or contact lenses are optical shop(64.7%), hospital(28.3%), unchecked(4.2%) and the others(2.7%). The places where the answerers had visual acuity test to change their spectacles or contact lenses are optical shop(82%), hospital(28.3%), unchecked(6.6%) and the others(1.9%). 4. As for the period of visual acuity test, from 6 months to one year is 54.1%, within 6 months is 9.2%, from one year to two years is 29.5%, and more than two years is 7.2%. 5. The contact lens wearers purchased their contact lenses at optical shops(94%) and at hospital(6%). 6. The reasons why they like wearing contact lenses are their appearance(51.2%), convenience in physical excercise(23.l%), lighter weight than spectacles(9.8%) and the others(15.7%). 7. As for the spectacles frame they like, plastic frame is 24.4%, gold or silver plated frame is 43.4%, coloured frame is 32.1%. 8. As for the considerations in choosing spectacles frame, their design is 37%, their quality is 36%, their price is 14.7% and their brand is 12.5%. 9. As for the period for changing spectacles, 10.5% is within 6 months, 57.3% is 6months to 1 year, 22.4% is 1 year to 2 months and 9.6% is more than 2 years. 10. There is a false fact, in Korea, that even though one has his poor eyesight, not wearing custom is helpful for the eyesight recovery. As for their conviction of the false fact, 10.5% of the answerers have 100% conviction, 22.5% of them have 22.5% conviction, 49.5% of them have 50% conviction and 17.5% of them don't have any conviction. 11. 48.5% of the answerers are interested in their vision care while 51.5% of them are not interested at all. As for the way of vision care, the vision-care way to keep enough distant when they are watching TV, when they are using computers and when they are reading, is 49% while the vision-care way such as hypogastric breathing or eye massage is 11%. And alimentotherapy is 4% and the rest who are not interested in vision care is 36%. 12. When they come to an age, the students who want vision correction operation are 45.9% while the students who do not want it are 27%. The students who do not have any idea about the operation are 27.1%

• Journal of Global Scholars of Marketing Science
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• v.20 no.3
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• pp.239-248
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• 2010

This paper describes a collaborative project between academia and industry which focused on improving the marketing and product development strategies for two private label apparel brands of a large regional department store chain in the southeastern United States. The goal of the project was to revitalize product lines of the two brands by incorporating student ideas for new solutions, thereby giving the students practical experience with a real-life industry situation. There were a number of key players involved in the project. A privately-owned department store chain based in the southeastern United States which was seeking an academic partner had recognized a need to update two existing private label brands. They targeted middle-aged consumers looking for casual, moderately priced merchandise. The company was seeking to change direction with both packaging and presentation, and possibly product design. The branding and product development divisions of the company contacted professors in an academic department of a large southeastern state university. Two of the professors agreed that the task would be a good fit for their classes - one was a junior-level Intermediate Brand Management class; the other was a senior-level Fashion Product Development class. The professors felt that by working collaboratively on the project, students would be exposed to a real world scenario, within the security of an academic learning environment. Collaboration within an interdisciplinary team has the advantage of providing experiences and resources beyond the capabilities of a single student and adds "brainpower" to problem-solving processes (Lowman 2000). This goal of improving the capabilities of students directed the instructors in each class to form interdisciplinary teams between the Branding and Product Development classes. In addition, many universities are employing industry partnerships in research and teaching, where collaboration within temporal (semester) and physical (classroom/lab) constraints help to increase students' knowledge and experience of a real-world situation. At the University of Tennessee, the Center of Industrial Services and UT-Knoxville's College of Engineering worked with a company to develop design improvements in its U.S. operations. In this study, Because should be lower case b with a private label retail brand, Wickett, Gaskill and Damhorst's (1999) revised Retail Apparel Product Development Model was used by the product development and brand management teams. This framework was chosen because it addresses apparel product development from the concept to the retail stage. Two classes were involved in this project: a junior level Brand Management class and a senior level Fashion Product Development class. Seven teams were formed which included four students from Brand Management and two students from Product Development. The classes were taught the same semester, but not at the same time. At the beginning of the semester, each class was introduced to the industry partner and given the problem. Half the teams were assigned to the men's brand and half to the women's brand. The teams were responsible for devising approaches to the problem, formulating a timeline for their work, staying in touch with industry representatives and making sure that each member of the team contributed in a positive way. The objective for the teams was to plan, develop, and present a product line using merchandising processes (following the Wickett, Gaskill and Damhorst model) and develop new branding strategies for the proposed lines. The teams performed trend, color, fabrication and target market research; developed sketches for a line; edited the sketches and presented their line plans; wrote specifications; fitted prototypes on fit models, and developed final production samples for presentation to industry. The branding students developed a SWOT analysis, a Brand Measurement report, a mind-map for the brands and a fully integrated Marketing Report which was presented alongside the ideas for the new lines. In future if the opportunity arises to work in this collaborative way with an existing company who wishes to look both at branding and product development strategies, classes will be scheduled at the same time so that students have more time to meet and discuss timelines and assigned tasks. As it was, student groups had to meet outside of each class time and this proved to be a challenging though not uncommon part of teamwork (Pfaff and Huddleston, 2003). Although the logistics of this exercise were time-consuming to set up and administer, professors felt that the benefits to students were multiple. The most important benefit, according to student feedback from both classes, was the opportunity to work with industry professionals, follow their process, and see the results of their work evaluated by the people who made the decisions at the company level. Faculty members were grateful to have a "real-world" case to work with in the classroom to provide focus. Creative ideas and strategies were traded as plans were made, extending and strengthening the departmental links be tween the branding and product development areas. By working not only with students coming from a different knowledge base, but also having to keep in contact with the industry partner and follow the framework and timeline of industry practice, student teams were challenged to produce excellent and innovative work under new circumstances. Working on the product development and branding for "real-life" brands that are struggling gave students an opportunity to see how closely their coursework ties in with the real-world and how creativity, collaboration and flexibility are necessary components of both the design and business aspects of company operations. Industry personnel were impressed by (a) the level and depth of knowledge and execution in the student projects, and (b) the creativity of new ideas for the brands.

• Journal of Korean Library and Information Science Society
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• v.24
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• pp.413-448
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• 1996

Nowadays, the World Wide Web (WWW) has become an important resource of timely information for the information-related people such as information scientists, librarians, and students in Library and Information Sciences area. They are information professionals who navigate the information on the internet. Also, they need to be information providers who build a WWW homepage. This paper is a study of the necessity, preparation, and building WWW Homepage files for school of Library and Information Sciences in the age of competition among disciplines. It is particularly focused on the colleges and universities in Republic of Korea (ROK) and North America area. The purpose of this study is to provide various kinds of reference information to prepare a homepage in the future as utilizing information on the internet effectively. Even though a Web page was necessary for a school of Library and Information Sciences to show news, and introduce the purpose of the disciplines and the curriculum of the school, and the professors of a class etc., it was not well-prepared yet in ROK. However, a web page was used well enough and prosperous in North America area (Canada, the United States, and Puerto Rico) comparatively. Those web pages were analyzed and studied to prepare for a good designing of homepages for school of Library and Information Sciences in Korea and for the age of competition among disciplines in this paper. Suggestions for designing a good homepage and guidelines for preparing a best one were studied after both reviewing literature and utilizing experiences by the author who currently serves in the School of Library and Information Sciences in Keimyung University and builds homepage for the school. As a result, the major suggestions are ; premiered, and they are as follows: (1) English version of a homepage is necessary, (2) Provide a multimedia presentation about the nature of a school (3) Incorporate a place to let people make suggestions on the contents (of a homepage), (4) Bear in mind that potential users must be familiar with abbreviations you used, (5) Absolutely do not use abbreviations that may make the content more difficult to understand, (6) Add a feature on the every single page that will take the user back to the main page, (7) Use clear, short and well-structured sentences and remember to divide text into paragraphs, (8) Date with a creation or modification date in the homepage to indicate the updated date, (9) Being a multimedia environment, use colors effectively (the guidelines were also suggested), and (10) Put colleges' name into the title of bookmarks to find out them easily.