• Proceedings of the KSPS conference
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• Journal of Korean Academy of Nursing
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• 제3권3호
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• pp.15-26
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• 1973

(Directed by Professor Hong, Shin Yong) Today, over seventy five Percent of the schools of nursing in Korea Provide a psychiatric experience in the basic curriculum. The psychiatric presents numerous major problems of adjustment to the student. The importance of positive attitudes toward the nursing care of psychiatric patients is recognized by the nursing profession. The purpose of this study was to determine the expressed attitudes of fifty-three nursing students toward their psychiatric affiliation. An attempt, also, was made to determine what implications these attitudes revealed relative to future program planning for students during the psychiatric nursing affiliation. A questionnaire, a Korean translation of the "psychiatric Nursing Attitude Questionnaire" by Milder Elizabeth Fletcher, was administered to fifty-three nursing students from three schools of nursing in Seoul, Who had completed a four-week psychiatric affiliation in a large mental hospital during Mar. 19, 1973 to May 19, 1973. The questionnaire of 100 statements was administered in the following way: (1) Part 1, Preconceptions. was. given in individual conferences with each subject, during the first few days of their affiliation, and again during the final week of the affiliation. The responses to Part Ⅰ were oral. (2) Part Ⅱ , Expectations, Part Ⅱ, Personal Relations, Part Ⅳ, Personal Feelings, and Part V , Attitudes and Activities of Patients were given to all of the subjects in a group meeting during the second week of the affiliation, and again. during the fourth week at the termination of the affiliation. Responses to Parts B, B, n, and f, wire written. Each of the 100 statements of the questionnaire was considered to be either Positive or Negative. A favorable response was assigned the Positive value of land an unfavorable response was assigned the Negative value of O. The coefficient of correlation was computed between the two sets of scores for the fifty-three nursing students., The mean score, the standard deviation, and the differences in the means on each of the five parts of the questionnaire were computed and the relationships calculated by a t-test. The results. of the study were as follows: 1. There was no significant correlation between the two sets of scores for the fifty-three nursing students during the four-week psychiatric affiliation. (r=573) 2. There was no significant difference in the mean scores between the first and final tests for any of the five parts of the questionnaire. 3. The Part.1, Preconceptions, data indicated nursing students enter the psychiatric affiliation with certain attitudes and preconceptions toward tile psychiatric affiliation which affect their psychiatric nursing experience, 4. The Part Ⅰ, Expectations, data indicated inappropriate expectations of students related to lack of experience, Lack of pre-psychiatric affiliation orientation, lack of social understanding, and feelings of insecurity. 5. The Part Ⅲ, Personal relations, data indicated some students have negative attitudes in personal relations with normal people in respect to psychological security and social responsibilities. 6. The Part Ⅳ, Personal feelings, data indicated nursing students have psychological insecurity & inappropriateness. 7. The Part Ⅴ, Attitudes and activities of patients, data indicated nursing students have negative attitudes of fear and frustration due to the psychotic behavior of certain patients in certain situations. 8. The data indicated preconceptions are predominate in unfavorable attitudes of students toward psychiatric nursing affiliation. Further researches indicated in the following areas: 1. Because of the limited number of students in this study, similar studies should be performed with larger groups for further validation of the results. 2. Because of the findings concerning the influence of the opinions of people in close contact with the students, similar studies of the attitudes of the staff in nursing schools, attitudes of graduate nurses and attitudes of the public should be done to determine weakness and strengths of present programs.

• Journal of Korean Academy of Nursing
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• 제4권2호
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• pp.17-31
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• 1974

Today, over seventy five percent of nursing in Korea provide a psychiatric experience in the basic curriculum. The psychiatric affiliation presents numerous major problems of adjustment to the student. The Importance of positive attitude toward the nursing care of psychiatric patients is recognized by the nursing profession. I have fined out the unfavorable attitude of non collegiate nursing students toward psychiatric nursing affiliation by previous research. This study was undertaken in response to a felt need to explore the use of several devices which might yield information about attitudes toward psychiatric nursing as a basis for future planning of the program offered at a selected hospital. This study is designed to meet the following objectives; (1) In order to find out the expressed attitudes of fifty·three collegiate nursing students toward their psychiatric affiliation. (2) To compare responses given by selected group of collegiate and non collegiate nursing students to same questionnaire (3) To determine the relationship between the attitudes of nursing students toward psychiatric nursing and the type of instructions where experience was obtained. A questionnaire, a Korean translation of the "Psychiatric Nursing Attitude Questionnaire" by Moldered Elizabeth fletcher, was administered to fifty-three collegiate nursing students who had completed a four-week psychiatric affiliation in a S hospital psychiatric ward during May 7, 1973 to Dec. 16, 1973. - The questionnaire of 100 statements was administered in the following way; (1) Part Ⅰ, Preconceptions, was, given in individual conferences with each subject, during the first few days of their affiliation, and again during the final week of affiliation. The responses to Part I were oral. (2) Part Ⅱ, Expectations, Part Ⅲ, Personal Relations, Part Ⅳ, Personal Feelings, and Part V, Attitudes and Activities of Patients were given to all of the subjects in a group meeting during the second week of the affiliation, and again, during the fourth week at the termination of the affiliation. Responses to Parts Ⅱ, Ⅲ, Ⅳ·, and V, were written. Each of the 100 statements of the questionnaire was considered to be either Positive or Negative. A favorable response was assigned the positive value of 1 and an unfavorable response was assigned the Negative value of O. The coefficient of correlation was computed between the two sets of scores for the fifty-three nursing students, The mean score, the standard deviation, and the differences in the means on each of the five parts of the questionnaire were computed and the relationships calculated by at-test. The results of the study were as follows; 1. There was no significant correlation between the two sets of the scores for the fifty-three nursing students during the four-week psychiatric affiliation. (r= 0.36) 2. There was no significant difference in the mean scores between the first and final tests for any of the questionnaire. 3. The Part Ⅰ, Preconceptions, data indicated collegiate nursing students have positive attitudes in preconceptions than non collegiate nursing students and preconceptions toward the psychiatric affiliation which affect their psychiatric nursing experience. 4. The Part Ⅱ, Expectations, data indicated more appropriate expectations of collegiate nursing students related to pre psychiatric affiliation orientation and sufficient theory learning than non-collegiate nursing students. 5. The Part Ⅲ, Personal relations, data indicated some students have negative attitudes in personal relations with normal people in respect to psychological security and social responsibilities. 6. The Part Ⅳ, Personal feelings, data indicated nursing students have psychological insecurity & inappropriateness. 7. The Part V, Attitudes and activities of patients, data indicated collegiate nursing students have more positive attitudes to the psychotic behavior of certain situations due to sufficient theory learning. 8. The data indicated collegiate·nursing students have more positive attitude than non-collegiate nursing students. 5. The Part Ⅲ, Personal relations, data indicated some students have negative attitudes in personal relations with normal people in respect to psychological security and social responsibilities. 6. The Part Ⅳ, Personal feelings, data indicated nursing students have psychological insecurity & inappropriateness. 7. The Part V, Attitudes and activities of patients, data indicated collegiate nursing students have more positive attitudes to the psychotic behavior of certain situations due to sufficient theory learning. 8. The data indicated collegiate·nursing students have more positive attitude than non-collegiate nursing students through psychiatric affiliation.

• Journal of Life Science
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• 제33권3호
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• pp.242-251
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• 2023

The purpose of this study was to investigate the effects of 8-week β-hydroxybutyrate (β-HB) administration with and without endurance exercise training on endurance exercise performance and skeletal muscle protein synthesis and degradation using a mouse model. Forty-eight male wild-type ICR mice (8 weeks old) were randomly divided into four groups: sedentary control (Sed+Con), (Sed+Con), sedentary β-HB (Sed+β-HB), exercise control (Exe+Con), and exercise β-HB (Exe+β-HB). β-HB was dissolved in PBS (150 mg/ml) and injected subcutaneously daily (250 mg/kg) for 8 weeks. Mice performed 5 days/week of a 20 min treadmill running exercise for 8 weeks. The running exercise was carried out at a speed of 10 m/min at a 10° incline for 5 min, and then the speed was increased by 1 m/min for every 1 min of the remaining 15 min. Following 8 weeks of treatments, visceral fat mass and skeletal muscle mass, blood parameters, and the markers for autophagy and protein synthesis were analyzed. The data were analyzed with one-way ANOVA (p<0.05) using the SPSS 21 program. Eight weeks of Exe+β-HB treatment significantly lowered blood lactate levels compared with the other three groups (Sed+Con, Sed+β-HB, and Exe+β-HB) Exe+β-HB) (p<0.05). Eight weeks of Exe+β-HB significantly increased maximal running time (time to exhaustion) compared with the Sed+Con and Exe+Con groups (p<0.05). Eight weeks of β-HB administration significantly decreased autophagy flux and autophagy-related proteins in the skeletal muscle of mice (p<0.05). Conversely, the combined treatment of β-HB and endurance exercise training increased protein synthesis (mTOR signaling and translation) (p<0.05). The 8-week β-HB treatment and endurance exercise training had synergistic effects on the increase in endurance performance, increase in protein synthesis, and decrease in protein degradation in the skeletal muscle of mice.