• Journal of the Ergonomics Society of Korea
• /
• v.30 no.3
• /
• pp.409-418
• /
• 2011

Objective: This study was performed to evaluate the child-care teachers' job in relation to physical work. Background: Child-care teacher is directly related to the quality of child care. And their physical activity is higher than general education teachers because the proportion of day care is high. But analyzes of child-care teachers' job burdens and the work environment associated with physical activity is not well established. Method: To conduct this study, the child-care teachers' job was classified into 18 physical works. After classification, posture was evaluated by ergonomic posture evaluation schemes of OWAS, RULA, REBA and evaluated for each physical part. Next, musculoskeletal subjective symptoms were analyzed. Results: The results showed the following: The highest assessment on the posture evaluation was "helping children to ride a school bus", "feeding: meal/snack", "brushing children's teeth" and "arrangement of nap-stuff". The rank of high-risk assessment on the neck/trunk/leg part was arranged by: "feeding: meal/snack", "helping children to ride a school bus", "making nap", "arrangement nap-stuff" and "brushing children's teeth". The rank of high-risk assessment on the upper limbs part was arranged by: "helping children to ride a school bus", "the bust - group activity", "meal/snack time - preparing, feeding, arrangement", "nap time - preparing, arrangement", "brushing children's teeth", and "using the toilet". According to the results of each musculoskeletal subjective symptom, teachers ordered the pain area as follows: waist, shoulder, leg/feet, and neck, and they showed more pain on trunk than the upper limbs. Conclusion: To sum up the results from ergonomic posture evaluation and a subjective symptom, the following are high working pressures: "feeding: meal/snack", "the bust - group activity", "making nap", "brushing children's teeth" with deep bending and waist twisting, "helping children to ride a school bus", "brushing children's teeth" with lifting shoulder; "meal/snack time - preparing, arrangement", "nap time - preparing, arrangement", and "using the toilet" with moving or an up-down position in their job. Application: The results of this study might be information for improvement of the child-care teachers' job environment.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.8
• /
• pp.367-375
• /
• 2019

The purpose of this study is to help the elderly women's health improvement by comparing body composition factors and differences in senior fitness levels for health life according to the degree of obesity and physical activity levels in the elderly women. The subjects of the study were 32 elderly women and their consent to the study was obtained. The degree of obesity was classified by measuring body composition and physical activity levels were classified based on the questionnaire survey. Body composition factors and senior fitness levels were compared. Finally, the following conclusions were drawn. 1. The body composition factors according to the classification of the degree of obesity were significantly different in high blood pressure. Senior fitness was significantly different in 30-Second Chair Stand, Arm Curl, 2min Step Test, 8 Foot up and go. High degree of obesity was associated with decreased 30-Second Chair Stand, Arm Curl and 2min Step Test for senior fitness. 2. The body composition factors according to physical activity levels were significantly different in high blood pressure. Senior fitness was significantly different in 30-Second Chair Stand, Arm Curl, Chair Sit and Reach, 2min Step Test, 8 Foot up and go. High physical activity was associated with increased 30-Second Chair Stand, Arm Curl, Chair Sit and Reach, 2min Step Test, 8 Foot up and go for senior fitness.

• Journal of Fashion Business
• /
• v.25 no.4
• /
• pp.92-108
• /
• 2021

The purpose of this study was to develop a free semester program using sustainable materials therefore improving the clothing & textiles section of the middle school textbook and the systematic and in-depth sustainable fashion education based on theme selection activity, as one of free semester system activities in the middle school. Our analysis on the programs, which was performed from 2018 to 2019, showed that the clothing & textiles programs were majorly focused making simple household items through basic needlework and knitting. The programs that related to the sustainable fashion education were environmental programs associated with other textbooks, or mainly included simple upcycling and were mainly operated as arts & physical education or club activities, rather than theme selection programs. According to results from a questionnaire survey on teachers incharge of the system, they had an intention of starting sustainable fashion education program or clothing & textiles section but failed due to low number of participants, practice cost, and time burden. Based on our analysis, this study proposed a 17-session based free semester program that includes the understanding of the sustainable fashions concept, classification of sustainable materials and systematic and stepwise practice in association with the middle school textbook clothing & textile section. The teaching materials developed in this study are expected to be incorporated in the program that helps students understand the right concept of sustainable fashions and respond to the pending environmental issue actively and systematically.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.43-50
• /
• 2022

For high-quality education of the modern generation of students, forms of organizing the educational process and the latest methods of obtaining knowledge that differ from traditional ones are necessary. The importance of multimedia teaching tools is shown, which are promising and highly effective tools that allow the teacher not only to present an array of information in a larger volume than traditional sources of information, but also to include text, graphs, diagrams, sound, animation, video, etc. in a visually integrated form. Approaches to the classification of multimedia learning tools are revealed. Special features, advantages of multimedia, expediency of use and their disadvantages are highlighted. A comprehensive analysis of the capabilities of multimedia teaching tools gave grounds for identifying the didactic functions that they perform. Several areas of multimedia application are described. Multimedia technologies make it possible to implement several basic methods of pedagogical activity, which are traditionally divided into active and passive principles of student interaction with the computer, which are revealed in the article. Important conditions for the implementation of multimedia technologies in the educational process are indicated. The feasibility of using multimedia in education is illustrated by examples. Of particular importance in education are game forms of learning, in the implementation of which educational elements based on media material play an important role. The influence of the game on the development of attention by means of works of media culture, which are very diverse in form and character, is shown. The importance of the role of multimedia in student education is indicated. In the educational process of multimedia students, a number of educational functions are implemented, which are presented in the article. Recommendations for using multimedia are given.

• The Journal of Society for e-Business Studies
• /
• v.20 no.3
• /
• pp.113-125
• /
• 2015

Information Security Incidents that have recently happen rapidly spread and the scale of that incidents' damage is large. In addition, as it proceeds to the era of converged industry in the future environment and the virtual cyber world expands to the physical world, new types of security threats have occurred. Now, it is time to supply security professionals who have a multi-dimensional security capabilities that can manage the strategies of technological security and physical security from the management point of view, rather than the ones who primarily focus on the traditional technologic-centered strategies to solve new types of security threats. In conclusion, in this paper we try to produce the curriculum of information security featured in the occupational classification system and analyze the subjects that are additionally required for those who move to other occupations to cultivate security professionals who suited to the converged-industrial environment. It is expected that multi-dimensional security professionals who suited to the converged-industrial environment will be cultivated by harmoniously integrating information security subjects from technological and business/managerial perspectives, and education training courses will be developed that effectively provide core knowledges per occupational classification when people moves to other occupations in the areas of information security.

• Journal of the Korean Society of Physical Medicine
• /
• v.13 no.2
• /
• pp.21-31
• /
• 2018

PURPOSE: This study examined the differences between male and female workers by investigating the various factors that affected the workers' abilities to return to work according to the International Classification of Functioning standards. METHODS: We analyzed the personal factor, environmental factor, work performance and participation factor related to ICF according to worker's gender. For this purpose data from the third Worker's Compensation Insurance panel survey conducted by the Korea Workers' Compensation & Welfare Service were analyzed. In order to verify the research model, we used frequency analysis, cross analysis to compare the differences between male and female workers according to personal, environmental, work performance, and participation factors and hierarchical regression analysis to identify significant factors affecting job performance. RESULTS: The results, indicate that the level of education, license status, working period, socioeconomic status and employment type of female workers were lower than those of male workers. Factors that have the greatest influence on job performance are grade of disability, status of disability, economic activity status, and instrumental activities of daily living (p<.05). CONCLUSION: It is necessary to provide socially stable employment support and social policy support without discrimination to allow disabled female workers to return to work and maintain their jobs and to study factors influencing job performance further.

• Korean Journal of Health Education and Promotion
• /
• v.21 no.3
• /
• pp.195-211
• /
• 2004

Stress is a primary health promotion issue in worksite research because psychological distress is closely related not only to workers' health status but also to their job performance. This study identified the significant health behaviors affecting workers' job-related stress in Korean manufacturing industry with the national survey data conducted by the Korean Occupational Safety and Health Agency in 2003. A total of 7,818 factory workers in 1,562 manufacturing companies participated in the Korean nation-wide occupational health survey and 3,390 workers answered that they had any stressors in their workplace among the 7,818 workers finally participated in the analysis. Participants were selected by the stratified proportional sampling process by manufacturing industry classification, company size, and company locations (8 metropolitan and 8 non-metropolitan regions) in Korea. Trained interviewers visited the target companies and interviewed the factory workers randomly selected in each company. Smoking, drinking, weight control, exercise, sleeping, break time at work, and perceived fatigue were included in the health behavior construct. Stress symptoms was consisted of physical and psychological stress with 8 items. All survey responses were anonymously coded into the SPSS statistical program and testified using stepwise multiple regression analysis. Male workers were 73.5% and the 30s were 40.0% among the age groups. The married and the high school graduate were majority with 52.1% and 61.8% each. Current smokers were 44.7% and More than 50% of the participants drank alcohol sometimes. No exercise group was 59.3% and the participants who dissatisfied with their daily sleeping hours were 43.5%. In t-test and analysis of variance, the significant general characteristics associated with physical and psychological job stress were young age (p<0.001), single marital status (p<0.001), and short working period at the present company (p<0.001). The health behaviors related to physical job stress were current smoking, weight change during the past one year (p<0.001), weight control effort (p<0.001), exercise (p<0.001), daily sleeping dissatisfaction (p<0.001), break time, and perceived fatigue (p<0.001). All 10 health behavior factors were significantly associated with psychological job stress (p<0.05). Weight change, weight control effort, exercise, daily sleeping dissatisfaction, little break at work, and high perceived fatigue were significant factors affecting job stress. Daily sleeping dissatisfaction, little break at work, little exercise, weight change for the past one year and young age were selected as the significant health behavior and general factors affecting physical job stress symptoms in stepwise multiple regression analysis. The five factors explained 18.9% of the physical stress score variance. Six factors were selected as the significant health behaviors affecting psychological job stress: daily sleeping dissatisfaction, little exercise, frequent drinking alcohol, high perceived fatigue, little break at work, and little weight control effort. The six factors explained 10.6% of the psychological stress score variance.

• Journal of Korean Academy of Nursing
• /
• v.4 no.2
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• International Journal of Fuzzy Logic and Intelligent Systems
• /
• v.8 no.1
• /
• pp.18-23
• /
• 2008

A FCM with locational price and regional information between locations are proposed in this paper. Any point in a networked system has its own values indicating the physical characteristics of that networked system and regional information at the same time. The similarity measure used for FCM in this paper is defined through the system-wide characteristic values at each point. To avoid the grouping of geometrically distant locations with similar measures, the locational information are properly considered and incorporated in the proposed similarity measure. We have verified that the proposed measure has produced proper classification of a networked system, followed by an example of a networked electricity system.

• The Journal of Korea Robotics Society
• /
• v.18 no.1
• /
• pp.122-126
• /
• 2023

An unexpected occlusion in a real life, not in a laboratory, can be more fatal to neural networks than expected. In addition, it is virtually impossible to create a network that learns all the environmental changes as well as occlusions. Therefore, we propose an alternative approach in which the architecture and number of parameters remain unchanged while adapting to occlusion circumstances. Learning method with the term Conversion Learning classifies them more robustly by converting the weights from various occlusion situations. The experiments on MNIST dataset showed a 3.07 [%p] performance improvement over the baseline CNN model in a situation where most objects are occluded and unknowing what occlusion will appear in advance. The experimental results suggest that Conversion Learning is an efficient method to respond to environmental changes such as occluded images.