• Journal of Pharmacopuncture
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• v.21 no.3
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• pp.139-150
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• 2018

Averagely 80% to 90% of breastfeeding women experience the nipple pain and fissures. The important factor for successful breastfeeding is to treat this problem. This study has done as a review with the aim of analysis of the clinical trials in the field of the prevention and treatment of the nipple fissures and pain due to the importance of breastfeeding. For this purpose, the key words of sore, nipples, fissure, trauma, wound, prevention, treatment, therapeutics, therapy, clinical trial, breastfeeding and their Persian synonyms and all of their possible combinations were searched in the national databases: SID and Iran Medex and Magiran, and in the international databases: PubMed, Scopus, Medline, Science direct by May 2017. The Jadad criterion was used to assess the quality of the articles and the articles with a score of 3 or more were included in this study. Finally, 48 clinical trials were reviewed that 17 of them (sample size 1801) scored 3 or more based on the Jadad criterion. Seven articles were also in the non- drug treatment group (sample size 491) and 2 articles in the drug treatment group (sample size 337) and 8 articles in the herbal treatment group (sample size 973).The results show that menthol and warm water compress as well as teaching the correct breastfeeding methods are effective treatments to prevent and treat the nipple pain and fissures. Moreover, applying the herbal medicine for prevention and treatment of the issues raised from breastfeeding may have beneficial such as Aloe vera, Portulaca olearacea. However, more studies with a great methodology are necessary to obtain more accurate evidence.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.249-263
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• 1996

According to the design method for constructing the G gori(the traditional Korean jacket)collar, there are differences in form after its completion. In the construction design of the midsection of the gusset as in that of the basic G gori, not only was the positioning of the two sides of the collar not smooth, but also, when the collar strip was attached, there would be an imbalance on one side or the other so that it was difficult to achieve symetry. Therefore in this project, by applying the pattern design of the gusset midsection to that of the collar midsection, not only did attaching the collar and the collar strip create a visual effect by equalizing the lengths of the tow sides, but the construction was also easy. This method of construction introduces the three-dimensional aspect of the human form in its conic, spherical and cylindrical aspects, so that, through schematizing the scientific character of Korea's clothing, its appropriateness is verified. As a matter of fact, since th-ere in no standardization of pattern whether for educational use or for mass-produced clothing, so that even the patterns used in computer-assisted design are executed according to the designer's personal skill, the reality is that after completion of construction the quality has not been uniform. For this schematization, inverse calculation of measurements pertaining to the calculation formula and of teaching materials has been referenced. In particular, the partial requlation of the calculation formula pertaining to the basic pattern construction, the method of making the collar midsection, and the construction method of the extreme and mean ratio adjustment can be adjusted for all measurements, thereby providing the establishment of a design criterion and the possibility of the standardization of construction methods. The production method for the pattern design is as follows: 1) The conic angle for the G gori's girth, length and neck width is fixed at 70 degrees. 2) The radius of the cone is B/2. 3) The calculation formula is B/4 + 1.5cm 4) The armhole formula is B/4, the same as in the basic method. 5) The width formula is B/10. 6) The ratio of the collar junction(width of collar + width of collar strip)to the gusset length is 5:8. 7) The length of the side seam is a length intersecting the armhole line and the conic radius (B/2), that is an arc that exceeds the length of the G gori's midsection; the component ratio of this length to the collar junction is accordingly 13:5. 8) The curve frame length of the back midsection is an arc exceeding B/4(the armhole line). 9) The ratio of the sleeve opening calculation formula to the armhole length is 8:5, forming an arc with the midsection length.

• Journal of the Korean Home Economics Association
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• v.37 no.7
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• pp.17-27
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• 1999

According to the design method for constructing the Korean Men's Jo-go-ri(the traditional Korean jacket)collar, there are differences in form after its completion. In the construction design of the midsection of the gusset as in that of the basic pattern Jo-go-ri, not only was the positioning of the two sides of the collar not smooth, but also, when the collar strip(Dongjung) was attached, there would be an imbalance on one side or the other so that it was difficult to achieve symmetry. Therefore in this project, by applying the pattern design of the gusset midsection to that of the collar midsection, not only did attaching the collar(Kit) and the collar strip create a visual effect by equalizing the lengths of the two sides, but the construction was also easy. This method of construction introduces the three-dimensional aspect of the human form in its conic, spherical and cylindrical aspects, so that, through schematizing the scientific character of Korea's clothing, its appropriateness is verified. As a matter of fact, since there is no standardization of pattern whether for educational use or for mass-produced clothing, so that even the patterns used in computer-assisted design are executed according to the designer's personal skill, the reality is that after completion of construction the quality has not been uniform. For this schematization, inverse calculation of measurements pertaining to the calculation formula and of teaching materials has been referenced. In particular, the partial regulation of the calculation formula pertaining to the basic pattern construction, the method of making the collar midsection, and the construction method of the extreme and mean ratio adjustment, can be adjusted for all measurements, thereby providing the establishment of a design criterion and the possibility of the standardization of construction methods. The production method for the basic pattern design is as follows: 1) The conic angle for the Jo-go-ri's girth, length end neck width is fixed at 70(72) degree. 2) The radius of the cone is sleeve length. 3) The bust girth calculation formula is B/4 + 2.5 cm. 4) The armhole formula is B/4 + 2.5cm. 5) The neck width formula is B/10. 6) The ratio of the collar junction{width of collar(Kit) + width of collar strip(Dongjung) to the gusset length is 5:8. 7) The length of the side seam is a length intersecting the armhole line and the conic radius of sleeve length, that is an arc that exceeds the length of the Jo-go-ri's midsection.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.333-348
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• 2001

The study was intended to investigate the degree of satisfaction and experiences of maternity nursing practice and to examine the relationships between satisfaction and experiences. Data were collected from a college located in Inchon from April 2, 2001 to October 30, 2001. A general characteristics questionnaires, questionnaire for clinical practice satisfaction and maternity nursing clinical checklist were used to measure the satisfaction and experiences of maternity nursing practice. The subject were supposed to record their clinical experience in maternity clinical practice checklist. 153 questionnaires for satisfaction of clinical practice and 178 maternity nursing clinical practice checklists used for analysis. The data were analyzed by SPSS-PC+ program. The results of this study were as follows ; 1) The mean score of satisfaction of clinical practice was 3.34(a perfect score 5) and among the 4 categorial components from the questionnaire of satisfaction the score of 'clinical practice teaching' was high(3.85) and 'clinical practice environment(2.91)' and 'clinical practice contents(2.90)' was relatively low. 2) There was significant value between place of clinical practice and clinical practice satisfaction among 7 clinical practice hospital and the most high score of clinical practice satisfaction is 3.70 and the low score is 2.91(F=7.706, p<.001). The score of delivery room was significantly higher than the OBGY room and there was significant value among the place of clinical practice(DR : F= 6.441, p<.001, OBGY room : F=7.908, p<.001). 3) In delivery room, the frequency of observation are 2.61 day, the frequency of practice are 1.33 day and in OBGY room the frequency of observation are 1.73 day, the frequency of practice are 1.31 day for 2 week of maternity clinical practice and the most frequent practice of maternity nursing care was checking vital sign. 4) There were significant relationships between the ranking score of clinical satisfaction and clinical experiences in maternity nursing practice. Based on the results, it is suggested that the satisfaction of clinical practice was related to environment of clinical practice and it is necessary to improve environment of clinical practice and make a strategies to enhance the quality of maternity clinical experience.

• The Journal of Information Systems
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• v.17 no.4
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• pp.233-260
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• 2008

Universities have recognized e-Learning Systems as the critical IT resources which contribute to improving the competitiveness of the universities as well as the quality of the traditional class-based lectures. Instructors deliver the main contents in the class. Other supplementary activities like online discussions, sharing of teaching-learning materials, submission of homeworks, communication among the learners and between the instructors and the learners, and so on can be efficiently facilitated using e-Learning Systems. In other words, e-Learning Systems enable a blended learning combined class-based lectures and e-learning in a variety of ways. Nonetheless, compared to the level of implementation of e-Learning Systems, the usage of both the instructors and the learners is not high. Accordingly, this study examines the determinants to affect on the usage of e-Learning Systems from the learners perspective. To draw the key determinants, we review the IS literatures related to adoption or use of the IS like Media Richness Theory (MRT), Technology Acceptance Model (TAM), Social Influence Model (SIM), and Self-efficacy Model. The variables are drawn out to be expected on the usage of e-Learning like Media Richness, Ease of Use from MRT, TAM and Instructor's Influence, Co-learner's Influence from SIM, and Self-efficacy. To test our model and hypotheses, we have collected data in the class-based lectures using e-Learning System complementary. The results of the test with 192 data are as follows: Firstly, it shows that the Instructor's Influence and the Media Richness are the influential determinants to affect on the Perception of Usefulness of e-Learning Systems. Additionally, the Co-learner's Influence and Ease of Use in order is significant to the Perception of Usefulness. Secondly, as to the degree of use of the e-Learning Systems, the Co-leaner's Influence, the Media Richness, and the Ease of Use are, in that order, the significant determinants. The Perception of Usefulness, also, founded a key factor on increasing the use of e-Learning Systems. On the other hand, the Instructor's Influence is not significant to the use of e-Learning Systems. Finally, it has been found that Self-efficacy is significant to the Perception of Media Richness, Ease of Use, but not significant to the Perception of Usefulness.

• The Mathematical Education
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• v.57 no.1
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• pp.1-36
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• 2018

The purpose of this study is to examine the relationship between utilization of technology and TPACK in mathematics teachers, and to analyze needs and retentions, difference between needs and retentions, and educational needs of TPACK in mathematics teachers. Furthermore, we will prioritize TPACK items that mathematics teachers want to change, and provide implications for teacher education related to TPACK in the future. To do this, we analyzed 328 mathematics teachers nationwide by using survey on the utilization of technology, averages of TPACK's needs and retentions, t-test of two averages, Borich's educational needs analysis, and the Locus for Focus model. The results are as follows. Firstly, the actual utilization rate was lower than the positive recognition of utilization of technology by mathematics teachers, and many mathematics teachers mentioned the lack of knowledge related to TPACK. Secondly, the characteristics of in-service mathematics teacher's needs and retentions for TPACK were clear, and TPACK's starting line of in-service mathematics teacher can be different from pre-mathematics teacher's. The retentions was high in the order of CK, PCK and PK, and the needs was higher in the order of TPACK, TCK, TK and TPK. All of the higher retentions were knowledge related to PCK, and the value of CK was extremely high among them. In addition, mathematics teachers recognized needs for integrated knowledge related to technology, and they needed more TCK than TPK. The difference between needs and retentions showed that all items except two items in the PK were significant. Retentions of all items in CK was higher than needs, needs of all items in TK, TCK, TPK and TPACK was higher than retentions, PK and PCK were mixed. Thirdly, based on the analysis of Borich's educational needs and the Locus for Focus model, teacher education on TPACK for mathematics teachers needs to focus on TPACK, TK, TCK, and TPK. Specifically, TPACK needs to combine technology in terms of creativity-convergence, mathematical connections, communication, improvement of evaluation quality, and TK needs to new technology acquisition, function of utilizing technology, troubleshoot problems with technology, TCK needs to mathematical value(esthetic, practical) with technology, and TPK needs to consider technology in terms of evaluation methods, teaching and learning methods, improvement of pedagogy. Therefore, when determining the direction of teacher education related to TPACK in the future, if they try to reflect these items in detail, the teachers could participate more actively and receive practical help.

• Journal of Korean Academy of Nursing
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• v.20 no.1
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• pp.16-37
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• 1990

A cost analysis for hospitalized patients was carried out based upon Patient Classification System(PCS) in order to determine an appropriate nursing fee. The data were collected from 21 nursing units of three teaching hospitals from April 1 to June 30, 1989. first, all of the 22,056 inpatients were classified into mildly ill(Class Ⅰ), moderately ill(Class Ⅱ), acutely ill(Class Ⅲ), and critically ill(Class Ⅳ) by the PCS which had been carefully developed to be suitable for the Korean nursing units. Second. PCS cost accounting was applied to the above data. The distribution of inpatients, nursing costs, and nursing productivity were as follows : 1) Patient distribution ranged from 45% to class Ⅰ, 36% to class Ⅱ, 15% to class Ⅲ, and 4% to class Ⅳ, the proportion of class Ⅳ in ‘H’ Hospital was greater than that of the other two hospitals. 2) The proportion of Class Ⅲ and Ⅳ in the medical nursing units was greater than that of surgical nursing units. 3) The number of inpatients was greatest on Tuesdays, and least on Sundays. 4) The average nursing cost per hour was W 3,164 for ‘S’ hospital, W 3,511 for ‘H’ hospital and W 4,824 for ‘K’ hospital. The average nursing cost per patient per day was W 14,126 for ‘S’ Hospital, W 15,842 for ‘H’ hospital and W 21,525 for ‘K’ hospital. 5) The average nursing cost calculated by the PCS was W 13,232 for class Ⅰ, W 18,478 for class Ⅱ, W 23,000 for class Ⅲ, and W 25,469 for class Ⅳ. 6) The average nursing cost for the medical and surgical nursing units was W 13,180 and W 13,303 respetively for class Ⅰ, W 18,248 and W 18,707 for class Ⅱ, W 22,303 and W 23,696 for class Ⅲ, and W 24,331 and W 26,606 for class Ⅳ. 7) The nursing costs were composed of 85% for wages and fringe benefits, 3% for material supplies and 12% for overhead. The proportion of wages and fringe benefits among the three Hospitals ranged from 75%, 92% and 98% for the ‘S’, ‘H’, ‘K’ hospitals respectively These findings explain why the average nursing cost of ‘K’ hospital was higher than the others. 8) According to a multi- regression analysis, wages and fringe benefits, material supplies, and overhead had an equal influence on determining the nursing cost while the nursing hours had less influence. 9) The productivity of the medical nursing units were higher than the surgical nursing units, productivity of the D(TS) - nursing units was the lowest while the K(Med) - nursing unit was the highest in 'S' hospital. In ‘H’ hospital, productivity was related to the number of inpatients rather than to the characteristics of the nursing units. The ‘K’ hospital showed the same trend as ‘S’ hospital, that the productivity of the medical nursing unit was higher than the surgical nursing unit. The productivity of ‘S’ hospital was evaluated the highest followed by ‘H’ hospital and ‘K’ hospital. Future research on nursing costs should be extended to the other special nursing areas such as pediatric and psychiatric nursing units, and to ICU or operating rooms. Further, the PCS tool should be carefully evaluated for its appropriateness to all levels of institutions(primary, secondary, tertiary). This study took account only of the quantity of nursing services when developing the PCS tool for evaluating the productivity of nursing units. Future research should also consider the quality of nursing services including the appropriateness of nursing activities.

• Hwankyungkyoyuk
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• v.19 no.1 s.29
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• pp.1-13
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• 2006

This study was aimed to explore the level of awareness of Korean teachers and college students towards sustainable development(SD) and education for sustainable development(ESD). A survey was conducted to understand the present status of awareness of SD and ESD among 317 college students and 625 teachers in Korea from April to May of 2005. The questionnaire included items asking whether they heard about terms such as sustainability or sustainable development, the source of information on SD, the level of understanding or the urgent task for SD in Korea. It also included questions about experiences in participating in or conducting ESD, the need for ESD, important areas in and the modality for ESD and the willingness to participate in ESD. The results showed that the level of awareness on SD among teachers was low compared to college students, who have a relatively high level of access on SD issues through textbooks and classes in high school. Interestingly, most of college students replied that they never received any ESD, even though they learned SD in class. Both the teacher and student group thought that tile priority of sustainable development should be an 'environment-related' area in the social, economical and environmental perspectives. Most of the students and teachers considered the concept of SD as 'pursuing the balance between environmental protection and economic development.' Some of the teachers recognized the concept of sustainable development in the paradigm of continuous economic development. Both groups responded that the urgent task related to sustainable development is 'environmental protection' and the 'reduction of poverty.' On the other hand, they had experiences in teaching related to natural resources, gender equity, health, human rights, climate changes and other SD issues in class, but not under the name of ESD. They also emphasized 'critical thinking and problem solving & decision-making' in education. Most of the students and teachers responded that it was needed to carry out ESD, and that the way of life for SD would be the priority. It is suggested that various pedagogy and modalities according to various target groups should be considered in providing ESD. It is necessary to use more effective strategies for ESD rather than just introducing the concept of SD. Also, it is needed to review the ESD practices of teachers and improve the quality of education within the scope of ESD.

• The Journal of Art Theory & Practice
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• no.1
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• pp.71-92
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• 2003

This study examined the condition of an educational discourse, relating the concept of creativity, culture, culture-centered, and critical thinking, to explore Culture-based Art Education(CBAE). In particular, art education practice was examined using interpretations of creativity and critical theory positions from the field of education. Discourse analysis was used as the research method to contextually situate and analyze the ways in which art education theory and practice of creativity and of critical studies encoded meanings. The study helped build an understanding that creativity was formed as a modernist discourse in the humanistic stance. In education, creativity became the fundamental concern for progressive educators who pursued innate ability of individuals. The way to enhance creative potential of students was to induce their motive, as was the same case in art education, while in artist training, free expression was its main method. In this way, as creativity was intimately connected with the concept of expression, in art education art making is the only course for enhancing creativity. However, because creative process cannot intelligently be regarded as logically distinct from the creative product, and creativity can only be said by product, it seems valid to think that creativity is the quality not to be achieved by teaching. Furthermore, its emphasis on art making resulted in unbalance of art making and art appreciation in art education. It was the late sixties when several alternatives for creative education were made their appearance. Critical studies in art adopted critical theory as its theoretical background has developed as an alternative of creative art education, when research and theory for creativity could not be adequate to deal with the problem of practice. Critical theory is a broad and diverse field of theory and practice drawing on aspects of the modernist perspective of the later Frankfurt School, feminism, Freirean pedagogy, postcolonial discourse as well as postmodernism to construct a practical approach to education. It is very this eclectic nature to provide the mosaic that need to experience cultures from different perspectives in a pluralistic society. Because one's personality is formed by multiple aspects of culture which is very complex and is made up of what we do and value, creativity cannot make part of educational discourse with the philosophy of culture centered. On the other hand, critical studies, as a school art program of critical theory, can perform the role of CBAE, because it would have to deal with the investigation of social and cultural issues form multiple personal, local, national, and global perspectives.

• 대한공업교육학회지
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• v.34 no.2
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• pp.179-204
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• 2009

As the concern with the educational training for human resources development in organizations grows, various programs are being offered in many places. Accordingly, the issue of securing the validity of the education and the importance of its assessment at the level of continuous quality management of the programs draw our attention. The purpose of this study is to offer the basic data of evaluation criteria for human resources development which knowledge-and-information saturated society requires, and also to draw out the greater area of human resources development educational program based on CIPP(Context, Input, Process, Product) model by Stufflebeam, an evaluation model concentrated on process, through literature and case study in and out of Korea. The result of the study is as follows. First, the evaluation areas drawn out by the greater sphere of context evaluation of human resources education program are needs analysis, goal setting, and organizational environment. Second, the evaluation areas drawn out by the greater sphere of input evaluation of human resources education program are educational program strategies, human resources, and physical resources. Third, the evaluation areas drawn out by the greater sphere of process evaluation of human resources education program are educational program management, teaching-learning strategies, and educational support environment. Fourth, the evaluation areas drawn out by the greater sphere of product evaluation of human resources education program are influence, effect, durability, and transference. The author supposes that these results will be able to become the basic materials for the systematic approach to educational programs through the analysis of evaluation criteria for and the greater sphere of educational program of human resources development.