• Journal of the Korean Society of Food Culture
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• v.20 no.4
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• pp.459-467
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• 2005

The purpose of this study is to provide useful information for establishing desirable table manner culture by investigating the perception, practice of traditional basic table manner. The subjects were consisted of 1,261 participants(618 males and 643 females) in Daegu and Kyungpook. The recognition, practice of traditional basic table manner were measured on the five-point Likert scale. The results were summarized as follows: The overall recognition score on ordinary table manner was 3.74 points, and of methods and kinds of dinner services was 2.99 points. The education score on table manner of parents for sons and daughters was 3.66 points, and the necessity score of table manner was 3.92 points. The scolding score of adults for table manner was 2.79 points, and cooking score of side dishes for adult was 3.25 points. In result of analyzing difference between perception and performance of traditional table manner, perception is much higher than performance. Respondents consider that the most perceptional and performant traditional table manner item is 'eating foods inside mouth by not seeing and rushing out'. Meanwhile, 'eating and taking some foods from a main dish' was the lowest perception and performance. The total recognition score on traditional table manner was 77.78 points, and the total practice score on traditional table manner was 71.72 points.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.332-339
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• 2017

The purpose of the present study was to verify the relationship between the nursing teachers' perception of infant rights and infant care service. The scale for infant rights consisted of 40 items based on the U.N. convention on the rights of the child and infant care service was measured with 40 items regarding respect of daily life, respect of autonomy, respect of opinion, respect of individualism, and provision of information. The study participants were 489 nursing teachers working at child care centers. According to the nursing teachers' perception of infant rights, the right of survival was highest, followed by the right of protection, the right of development, and the right of participation. The main study results showed that the rights of development and participation were meaningful in predicting various infant care services, but the right of survival was not. This study implies that the difference of nursing teachers' perception on the various types of different infant rights can affect various infant care services.

• Korean Journal of Cognitive Science
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• v.18 no.3
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• pp.255-284
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• 2007

This study explored the ESL college learners' perceptions on integrating reading and writing in the context of the reading-to-write composition classroom. Using the panel survey (N=60) that repeatedly measured the same set of individuals at three different times during a semester, this study examined whether students' perceptions on reading-writing integrations were reshaped over the course of classroom practices. The survey instrument was developed to assess the perception scores from less integrative continua to more integrative continua on a 5-point Likert scale. A two-factor ANOVA with repeated measures was performed to evaluate mean differences across the perception groups and over the three treatment times. The results do not demonstrate a significant treatment effect, suggesting that L2 learners' integrative perceptions were stable over the course of the semester. The dynamics in the perception changes differed widely across the perception groups. This result provides insights into understanding students' reading-writing practices and thus into instructional practices applicable to the classrooms. The present study argues for 12 learners' perceptions on integrating reading and writing as a key construct to understand their literacy practices involved in the composing process.

• Journal of Korean Academy of Nursing
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• v.42 no.4
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• pp.599-607
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• 2012

Purpose: This study was conducted to evaluate the effect of a one-session spouse-support enhancement childbirth education on childbirth selfcefficacy and perception of childbirth experience. Methods: The design of this study was a nonequivalent control group pretest-posttest experiment. The participants in the study were 31 couples in the experimental group and 30 in the control group. The experimental couples were provided with one session on spouse-support enhancement childbirth education the night before delivery. Data were collected at two hours after delivery using the Childbirth Self-Efficacy Inventory (CBSEI) and perception of childbirth experience scale. Data were analyzed using PASW statistics 18 program. Frequencies, percentage, mean, $x^2test$, t-test were used for data analysis. Results: Childbirth self-efficacy significantly increased in the experimental group as compared to the control group, but there was no significant difference in perception of childbirth experience in the experimental group compared to the control group. Conclusion: The results suggest that a one-session childbirth education has beneficial effects on enhancing childbirth self-efficacy in pregnant couples. A one-session spouse-support enhancement childbirth education is recommended as an effective nursing intervention to promote couple's childbirth self-efficacy and it is also recommended that modifications of program to promote women's childbirth experience should be considered.

• Journal of Periodontal and Implant Science
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• v.40 no.4
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• pp.188-193
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• 2010

Purpose: The aim of this study is to assess the influence exerted by the observer's dental specialization and compare patients' opinion with observers' opinion of the esthetics of maxillary single-tooth implants in the esthetic zone. Methods: Forty-one adult patients, who were treated with a single implant in the esthetic zone, were enrolled in this study. Eight observers (2 periodontists, 2 prosthodontists, 2 orthodontists and 2 senior dental students) applied the pink esthetic score (PES)/white esthetic score (WES) to 41 implant-supported single restorations twice with an interval of 4 weeks. We used a visual analog scale (VAS) to assess the patient's satisfaction with the treatment outcome from an esthetic point of view. Results: In the PES/WES, very good and moderate intraobserver agreements were noted between the first and second rating. The mean total PES/WES was $11.19{\pm}3.59$. The mean PES was $5.17{\pm}2.29$ and mean WES was $6.02{\pm}1.96$. In the total PES/WES, the difference between the groups was not significant. However, in the WES, the difference between the groups was significant and prosthodontists were found to have assigned poorer ratings than the other groups. Periodontists gave higher ratings than prosthodontists and senior dental students. Orthodontists were clearly more critical than the other observers. The statistical analysis revealed statistically significant correlation between patients' esthetic perception and dentists' perception of the anterior tooth. However, the correlation between the total PES/WES and the VAS score for the first premolar was not statistically significant. Conclusions: The PES/WES is an objective tool in rating the esthetics of implant supported single crowns and adjacent soft tissues. Orthodontists were the most critical observers, while periodontists were more generous than other observers. The statistical analysis revealed a statistically significant correlation between patients' esthetic perception and dentists' perception of the anterior tooth.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.407-419
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• 2021

This study investigated the perception of science philosophy education targeting 150 elementary school teachers in metropolitan cities and provinces. The questionnaire survey on the perception of the philosophy of science education was composed of a 5-point Likert scale based on the interest and experience of the philosophy of science, the reason for difficulty in using it, and the introduction method, the expected effect. As a result of the survey, elementary school teachers' awareness of the interest and necessity of the philosophy of science was generally high, while the experience of learning and teaching the philosophy of science was low. In addition, to the reason why it was difficult to utilize the philosophy of science, teachers answered that there was insufficient teacher training and development of teaching and learning methods. As a way to introduce the philosophy of science in science education, it was thought that it was necessary to combine the concept learning and inquiry method, and elementary school teachers' perception of the expected effect of using the philosophy of science was generally high. The results of this study are meaningful in that they provide basic data on the direction of the introduction of the philosophy of science in elementary science education.

• Journal of the Korea Convergence Society
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• v.12 no.7
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• pp.305-315
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• 2021

The Korea Convergence Society. The purpose of this study was to examine the effect of suicidal attitude, perception of life, and depression on adolescents' suicide(ideation, plans, attempts). Data on general characteristics, the Attitude Toward Suicide, the Perception about Life, and the Korean version of Center for Epidemiologic Studies Depression Scale-Revised were collected in 889 second-year middle school students in the I area. Two hundreds forty six students (27.67%) indicated they had suicide ideation, 85 had suicide plans (9.56%), and 46 had suicide attempts (5.17%). The proportion of female students was significantly higher than that of male students. The suicide indices (ideation, plans, attempts) increased as one shows lower body image satisfaction, higher depression, lower subjective mental and physical health, and lower leisure satisfaction. Predictors of suicide ideation included suicidal attitude (solution and permissiveness), depression, subjective mental health, and body image satisfaction. Predictors of the suicide plan were permissiveness and solution among suicidal attitude, and depression, subjective mental health, and those of suicide attempts were permissiveness and depression. Conclusion: This study suggests that much effort is required to decrease depression and improve perception of life and suicidal attitude in the suicide prevention education for adolescents.

• Archives of Plastic Surgery
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• v.46 no.3
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• pp.248-254
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• 2019

Background No head to head comparison is available between surgical lip lifting and upper lip filler injections to decide which technique yields the best results in patients. Despite the growing popularity of upper lip augmentation, its effect on societal perceptions of attractiveness, successfulness and overall health in woman is unknown. Methods Blinded casual observers viewed three versions of independent images of 15 unique patient lower faces for a total of 45 images. Observers rated the attractiveness, perceived success, and perceived overall health for each patient image. Facial perception questions were answered on a visual analog scale from 0 to 100, where higher scores corresponded to more positive responses. Results Two hundred and seventeen random observers with an average age of 47 years (standard deviation, 15.9) rated the images. The majority of observers were females (n=183, 84%) of white race (n=174, 80%) and had at least some college education (n=202, 93%). The marginal mean score for perceived attractiveness from the natural condition was 1.5 points (95% confidence interval [CI], 0.9-2.18) higher than perceived attractiveness from the simulated upper lip filler injection condition, and 2.6 points higher (95% CI, 1.95-3.24) than the simulated upper lip lift condition. There was a moderate to strong correlation between the scores of the same observer. Conclusions Simulated upper lip augmentation is amenable to social perception analysis. Scores of the same observer for attractiveness, successfulness, and overall health are strongly correlated. Overall, the natural condition had the highest scores in all categories, followed by simulated upper lip filler, and lastly simulated upper lip lift.

• Journal of Digital Convergence
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• v.18 no.12
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• pp.69-79
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• 2020

This study is to explore factors to consider for effective operation of synchronous online education in college. Synchronous online education is expanding in higher education. However, there is insufficient to comprehensively identify key components based on the learners' experience and perception. Using qualitative analysis on content of group interview and multidimensional scale analysis, the experience and perception of learners were identified. For the effective operation, interaction should be considered important, and rapport between learners needs to be built. In addition to improving the system in which activity tools are integrated, instructors should play mainly facilitator role, and learners have to manage the environment for immersion. For the types of online education, learners were divided into the dimension of 'activity' and 'temporality'. Further, it is to develop optimized design strategies considering its characteristics.

• The Mathematical Education
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• v.61 no.2
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• pp.239-256
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• 2022

This study was to investigate the perception, performance, and difficulties of process-based assessment for high school mathematics teachers. As a qualitative case study, two in-depth group interviews were conducted with 6 high school mathematics teachers working in Incheon area. The two groups were one with more experience in process-based assessment and the other with less experience. As results, there were differences between the participant teachers' perception of process-based assessment and their actual performance depending on the experience. All six math teachers thought that the process-based assessment was intended to confirm the learner's characteristics, to evaluate the process, and to provide feedback on a regular basis immediately and individually. However, in the practical performance shared by teachers, the purpose of assessment was to create a school record. A group with a lot of experience prepared assessment criteria according to the national curriculum achievement standards, established affective assessment plans, and tried to provide individual feedback on a regular basis. On the other hand, the inexperienced group recorded the affective characteristics discovered by chance and provided temporary and large-scale feedback regardless of the achievement criteria. Finally, we suggested some implications based on the study results.