• Korean Institute of Interior Design Journal
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• v.26 no.6
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• pp.126-134
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• 2017

Since public rental housings (social housings) in Korea are extremely standardized and uniformed, a variety of needs of residents for their housing are hardly satisfied. Public rental housing conditions, its low quality and size limitations regardless of residents type and needs resulted into negative images of social housing and social discriminations. Therefore there is a growing demand for alternative housing options in terms of diversification of social housing design with consideration for changing households and housing requirements. The purpose of this study to investigate some housing design guidelines, to analyze layout of building complex, community designs, household units and characteristics, overall design characteristics (sustainable design features, facade design, window and balcony composition, color and materials) and to provide some design suggestions for social housing. Design guidelines are classified into site planning and building layouts, residential building and household units, and performance of housing. Community facilities and their design features provide uniqueness of the public residence. Overall housing size of foreign cases is bigger than the domestic cases. Narrow shape of household units are more dominant in Korean public rental housing. More various shape and forms are found in facade and window design in foreign cases. Some design suggestion are provided for more diverse housing units and design for public rental housing in Korea.

• Journal of Korean Institute of Industrial Engineers
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• v.33 no.1
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• pp.11-25
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• 2007

Despite surging interests in analyzing business processes, there are few scientific approaches to analysis and redesign of organizational structures which can greatly affect the performance of business processes. This paper presents a method for deriving and analyzing organizational relations from process models using social network analysis techniques. Process models contain information on who performs which processes and activities, along with the assignment of organizational units such as departments and roles to related activities. To derive social relations between organizational units from process models, three types of metrics are formally defined: transfer of work metrics, subcontracting metrics, and cooperation metrics. By applying these metrics, various relations among organizational units can be derived and analyzed. To verify the proposed method and metrics, they are applied to standard process models of the semiconductor and electronic, and automotive industry in Korea. This paper presents a taxonomy for diagnosing organization structure based on the presented approach. The paper also discusses how to combine analyses in the taxonomy for redesign of organizational structures.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.2
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• pp.33-41
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• 2019

The purpose of this study is to provide a basic data for energy efficient apartment designs by analyzing electricity and gas usage according to horizontal locations of dwelling units in apartment buildings. The data for this research are collected from J-apartment complex, located at 'Wolbae' district in Daegu City. The data are sorted into several groups according to inner and outer locations, East-West locations, and the size of units. By the performance efficiency analysis, the study derives the result as follows: 1) generally inner units are more efficient than outer units. 2) West units are more efficient than East units. 3) The group that is most efficient in overall energy consumption is West-inner units (Group-D) and the least efficient group is East-outer units (Group-A1). 4) However, as units are getting bigger, inner units consumes more energy than outer units because of the gas usage patterns. The study also established cost analysis that shows the cost differences of usages for 30, 40, 50 years between each group. The result says Inner-outer location with East-West location affects a significant amount of the management costs. In terms of economic and social life of an apartment building, energy design standards need to be tuned and make the least efficient units perform as efficient as the most efficient units to optimize the social life of an apartment building.

• Journal of Agricultural Extension & Community Development
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• v.25 no.3
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• pp.121-133
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• 2018

In South Korea, a few kinds of social farming practice are identified: care farming, labour integration, and training in farming sector. Although social farming is not a prevailing activity in rural communities, it attracts much attention from a range of actors in society. In Hongseong-gun, from a few years ago, two farms began to care and employ the mentally disabled and to train young new comers who want to grow crops in the way of organic farming. Both of them are cooperatives, which were established by the residents want to participate in. These movement has made some changes in the community. And now, it became the well-known cases of social farming as well as multi-functional agriculture. Social farming can be described as a praxis to deterritorialize the units of agricultural production and the rural community, where food empires imposed their ordering principle upon units of agricultural production in order to appropriate the value added by farming.

• Journal of Agricultural Extension & Community Development
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• v.3 no.2
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• pp.219-232
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• 1996

The Crop Units and Agricultural Cooperatives is experiencing many difficulties with national and international environmental changes. For the developing of Crop Units and Agricultural Cooperatives, Crop Units and Agricultural Cooperatives make endeavor to lead members` spontaneous participation and the efficient communication between members, and to offer the efficient extension services and support activities for improvement of members` economic and social status.

• Journal of the Korean housing association
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• v.14 no.3
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• pp.41-49
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• 2003

An evaluation of the environments in the wandering pathway of the dementia units was carried out. It is revealed that the quality of the environment for the wandering pathway of the sample units was very low. In particular, lacks of social environments in Unit-B and Unit-C, and lacks of orientation aids in all the sample units were shown. Therefore, re-design for the wandering pathway of the sample units is needed. Recommendations for improving the wandering pathway and having appropriate wandering pathway without any abrupt change in existing layout of the sample units were suggested, and the limits of this research is diagnosed. It is also shown that since evaluation categories used in this paper had very closed relationship each other, those evaluation categories can be used in other settings.

• Journal of Families and Better Life
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• v.17 no.3
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• pp.93-102
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• 1999

This paper is to clarify the concepts of "sound home" and "healthy family" Even though "sound home" and "healthy family have different meanings and definitions. many researchers are using them in a mixed ways. Therefore through this paper I tried to make distinction of the meanings of the above concepts as below: 1. Sound Home : Basic and fundamental social units and environment which have strong and healthy family members and performs well not only family function but also have attitudes and willingness to perform family function and maintain their family value and ethics. 2. Healthy Family : Social units which have strong and healthy family members and develop individual personal development -their physical emotional social moral development and self-esteem self-achievemet -and have good interaction enhancement skills- communication decision making stress managing strategies- and also maintain family systems. Whereas "sound home" is more broad concept related to Home Econom cs "healthy family" is more related family relations and interaction.quot; is more related family relations and interaction.

• KIEAE Journal
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• v.11 no.5
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• pp.69-77
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• 2011

In order to solve social exclusion and segregation phenomenon and to realize social integration, the necessity of social combination and consensus has been presented and existing conception about the public lease apartment confronts a turning point due to the diversification of apartment supply system. With this social background, Eunpyeong New Town Project implemented by Seoul Metropolitan Government is the first example that supplied diverse apartments for social integration. Survey was made upon the residents aged 20 and over and living in combination apartments, lease apartments and common apartments for private ownership in the Enpyeong New Town Apartment Complex in section 1 area, and the survey sheets filled up by the respondents were collected by personal visits or by using specified gathering spots. Summary of study results is as follows: Firstly, regarding the combination method, respondents preferred the irregular combination of lease apartment units and common apartment units in the same apartment building at the top, analyzing by survey groups marked that residents of common apartment with initial ownership responded not to choose combination apartment complex or combination apartment in future. Secondly, the living consciousness with neighbors revealed that respondents were generally satisfied without difference between the residents of lease apartment and common apartment. As the demand and policies for diverse lease apartments are increasing recently, Eunpyeong New Town Project aimed for positive social integration and consensus will be evaluated as model case for social combination apartment in future. And it is necessary to introduce the policies that consider the differences in consciousness and interest of the residents among the lease apartments and common apartments.

• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.2
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• pp.182-191
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• 2024

Purpose: The purpose of this study was to explore the characteristics of social networks among registered nurses in acute nursing care units. Methods: This study used a survey design. Four nursing units from two acute hospitals were selected using a convenience method, and 83 nurses from those nursing units participated in the study in July 2022. The positive influences among nurses included friendship, collaboration, advice, and referent networks, and the negative influences included avoidance and bullying networks. Using the NetMiner program, the k-means clustering technique was applied to create groups of nodes with similar characteristics. The general characteristics of the participants were analyzed by mean, standard deviation, frequency, and ANOVA or chi-squared test. Results: As a result of dividing the 83 nurse participants into four clusters, positive influencers, silent peers, unwelcome peers, and active bullies were identified. Positive influence group nurses were frequently mentioned in the friendship, collaboration, advice, and referent networks. On the other hand, nurses in the unwelcome group and the active bullying group were frequently mentioned in the avoidance and bullying networks. Conclusion: Social networks that have a positive or negative impact on nursing performance are created through different relationships between nurses. Nurse managers can use the findings to create a more supportive and collaborative environment. Further research is needed to develop intervention programs to improve interactions and relationships between fellow nurses.

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