• Journal of Audiology & Otology
• /
• v.23 no.3
• /
• pp.135-139
• /
• 2019

Background and Objectives: This study was undertaken to investigate the educational status in bilateral prelingual deaf children with a cochlear implant (CI), also known as early cochlear implantees (CIs). Type of schooling and enrollment rate of tertiary education were analyzed as primary results. Subjects and Methods: Participants in this study comprised a highly homogeneous group of deaf patients who underwent cochlear implantation at a similar age. Sixty-four Korean patients were enrolled. Statistical data for disabled populations and the general population were obtained from the National Statistics Korea. Results: Among 64 patients, 46, 8, and 10 attended mainstream, integrated, and special schools, respectively. Notably, there was a significant difference in the type of school between hearing-impaired and CI groups (p=0.007). Ten of 13 patients enrolled in tertiary education. Conclusions: CI users were more likely than hearing impaired students to attend mainstream school. The enrollment rate of CI users in tertiary education was the same as that of the general population.

• Korean Journal of Audiology
• /
• v.23 no.3
• /
• pp.135-139
• /
• 2019

Background and Objectives: This study was undertaken to investigate the educational status in bilateral prelingual deaf children with a cochlear implant (CI), also known as early cochlear implantees (CIs). Type of schooling and enrollment rate of tertiary education were analyzed as primary results. Subjects and Methods: Participants in this study comprised a highly homogeneous group of deaf patients who underwent cochlear implantation at a similar age. Sixty-four Korean patients were enrolled. Statistical data for disabled populations and the general population were obtained from the National Statistics Korea. Results: Among 64 patients, 46, 8, and 10 attended mainstream, integrated, and special schools, respectively. Notably, there was a significant difference in the type of school between hearing-impaired and CI groups (p=0.007). Ten of 13 patients enrolled in tertiary education. Conclusions: CI users were more likely than hearing impaired students to attend mainstream school. The enrollment rate of CI users in tertiary education was the same as that of the general population.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.5
• /
• pp.9-16
• /
• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• Journal of Digital Convergence
• /
• v.22 no.1
• /
• pp.1-14
• /
• 2024

In order to improve the effectiveness of carbon neutrality in Jeju Special Self-Governing Province, this study identifies the current state of social environmental education through literature research, excluding school environmental education being implemented in elementary, middle, and high schools in the province, and identifies shortcomings or problems. The purpose is to establish a plan to systematically and integratedly operate social environmental education, and the derived plan can be used as a guide to change environmental awareness and induce eco-friendly behavior to improve the effectiveness of carbon neutrality. As a result of the study, Jeju Special Self-Governing Province established a consultative body with environmental education institutions, organizations and expert groups operating dispersed throughout the province through the substantial operation and support of the environmental education center currently being entrusted, to identify the current status and develop content necessary for establishing environmental education policies, establishing a platform to enable information sharing, role division, regular communication, empathy, and policy feedback, and on-site environmental education centered on the field to stimulate emotions and personalize environmental problems so that environmental problems can be properly recognized. Emphasizing the necessity.

• Journal of Korean Academy of Nursing
• /
• v.18 no.2
• /
• pp.162-188
• /
• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.10 no.11
• /
• pp.3514-3523
• /
• 2009

Before 1990's, Korea had only few colleges that had film and film related majors. As Korean film industry started its marvelous improvement in both commercial and artistic phase, many colleges were interested in this new academic field. They hurried up to launch this new and profitable major; as a result, Korea now has more than hundred colleges and universities that has film related majors. Each college enumerates numbers of academic courses that may look reasonable; they have almost every course a fine film school should provide such as film theory, production, and performance in film. Lots of film schools offer lots of film courses; and they look alike. One unique thing in film major is its vast sub fields and categories. After you decide to study film, you have to select what specific field in film you want to study. Studying film theory and film production can be as different as majoring physics and physical education. The problem Korean colleges are dealing with is that there are too much film schools, and moreover those colleges have similar curriculums that just look like a department store that sells everything. One suggestion is specializing its curriculum in which the school can take advantages using their special conditions. San Francisco Art Institute is one of United States well known private film schools, but many people remember this school as a specialized film school in experimental film. San Francisco where this school is located has had many liberal and experimental artists as the city has been supporting and offering them an environment they can concentrate their work. Naturally, the school has world famous faculty members in experimental film, and students who want to study and make experimental film come to this school from all over the world because they know this school would be the best to study experimental film. There are many film schools in metro Los Angeles area; since its location near Hollywood, no wonder these schools concentrate on film producing and film production. They take advantage of their geographical location to hire film industry professional and to focus on commercial feature film productions. What we can do now to adjust the curriculum in film and film related major in Korean colleges is to adapt new standards in this changed film industry. One school can emphasize digital production while another school focuses on digital intermediate process. But if one school tries to both fields or all fields of film major just like we have done so far, the school could not take care of all the equipment and the faculty that the fields would need. Korean film schools should devide the field in film major and concentrate what they selected. Selection and concentration can be and should be applied in Korean film schools.

• The Journal of Korean Society for School & Community Health Education
• /
• v.9 no.1
• /
• pp.143-156
• /
• 2008

Objectives: This study was performed to examine the effective health education measures and health education programs for college students and also investigated the demands of restriction on drinking and smoking behavior in public area at the school level. Methods: The data were collected from 446 students of five universities located in Seoul and analyzed with SPSS WIN 10.0 program. Results: 1) Current drinkers were average 87.7% (male 90.1%, female 85.3%) and binge drinker was 68.4% (male 76.5%, female 60.2%). Among all drinkers, 19.4% drank more than eight times per month. As for the rate of smoking, 50.9% among the male student, and 12.1% among females were smokers. Among all smokers. the largest group (41.5%) smoked between >$11{\sim}20$ cigarettes per day. Many of the students started smoking in their middle schools (male 29.8%, female 51.5%). It implies that smoking prevention programs need to be emphasized in these schools. 2) The analysis of the correlation between drinking and smoking shows that no smoking students who drank were 66.2%, but abstainer who is smoker were only 5.7%(p=0.004). Alcohol consumption frequency and amount of smokers were higher than those of nonsmokers (p=0.000). The rate of attempts to reduce drinking was 38.1%, mainly for health reason. More than 34.5% of smoking student had made attempts to quit smoking, but succeeded only 16.9%. 3) As for the needs of moderate drinking and smoking cessation education, 67.8% among female students and 53.6% among male demand special education programs. About effective health education measures on drinking and smoking, 49.3% of drinkers and 35.2% of smokers had an inclination for health educator, and the next were video, campaign and pamphlet. 4) The largest group (45.0%) of respondents had agreed to regulate on drinking behavior, and especially 74.5% of them wants to ban the practice in most public area in school. 35.7% among female students and 27.0% among male desired to extend the non-smoking area on whole campus. The health policy for college students, through various ways, such as education, counseling service, and special program on orientation, should be employed. For public health perspectives, university and college community had to institute the detailed enforcement regulation on drinking and smoking.

• Journal of Nutrition and Health
• /
• v.39 no.4
• /
• pp.403-416
• /
• 2006

The purpose of this study was to investigate the practice of nutrition education and perceptions for implementing nutrition education in elementary schools. In this survey, 833 dietitians, 808 principals and 3,141 teachers across the country were asked about the present status and problems as well as necessity, methods, education time, education subjects and the proper nutrition educator ratio. The results of the survey showed that only 4.2% of dietitians implemented nutrition education during regular school hours or through special activities. Many subjects responded that the reasons for not practicing nutrition education were systematic problems of lack of time due to too much food service work. Especially, many rural area dietitians responded that the reason was lack of time due to joint management and cooking. Many dietitians, principals and teachers responded that the placement of one nutrition teacher in every school is needed to resolve these problems. Other solutions suggested were the introduction of a dietitian internship, and the modernization of foodservice facilities for principals and teachers. Of those surveyed 98.4 percent of principals and 95.5 percent of teachers responded that nutrition education is urgently needed. Many subjects also responded that the first three years of elementary school are the most proper time for nutrition education and it is best that these lessons are reinforced at least once a month through discretional or special activities. Survey participants responded that the proper ratio for nutrition educators is 400-800 persons for dietitians compared to less than 400 persons for principals. In conclusion, it is hoped that this study will be able to provide a foundation of data for implementing a systematic nutrition education program by nutrition teachers in elementary school.

• The Journal of the Korean dental association
• /
• v.53 no.11
• /
• pp.855-869
• /
• 2015

The purpose of this study was to evaluate the oral health promotion of the disabled persons by voluntary dental services in Ulsan Metropolitan City. Two dentists taken a calibration training for national oral health survey examined the oral health status of 473 disabled persons from two special schools for the disabled children and adolescents, a residential facility and a gymnasium for the disabled persons in 2009-2010. The surveyed disabled persons in the age range was from 7 to 74 years old. Voluntary dentists, oral hygienists and other civilian volunteers had supplied with the oral health care services to the disabled persons at dental clinics of special schools for the disabled children and adolescents, and a dental clinic supported from Nam-Gu Public Health Center in Ulsan Metropolitan City since 1997. The obtained data from these surveys were analyzed with the SPSS statistical package. Among subjects aged 12-14 years, subjects with decayed, missing and filled teeth (DMFT) in permanent dentition was 46.9%; subjects with untreated decayed teeth, 17.2%. The number of decayed, missing and filled teeth in permanent dentition was 1.36. The proportion of decayed components of DMFT score was 28.00%; proportion of missing components of DMFT score, 1.43%; proportion of filled components of DMFT score, 70.57%. The proportion of filled components of DMFT score among disabled persons of all age group in Ulsan were evaluated to be a similar level to non-disabled citizens in Ulsan from 2010 Korean National Survey. The oral health care programs for disabled persons by voluntary services of dental professionals and other civilians are evaluated to be effective for the oral health promotion of disabled persons in Ulsan.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.16 no.2
• /
• pp.150-155
• /
• 2006

This study observes information education of facilities for the disabled. A certain facility for the disabled was selected in Daejeon to compare the educational environment for visually disabled of regular school for visually disabled and facilities for the disabled, and then personnel current situation by age and form of the disabled, teacher current situation by age, computer possessing current situation, weekly education schedule for the disabled, and equipment possessing current situation for visually disabled were observed. As a result, expansion of Braille education was necessary for the Braille skilled, which is the basis of information education information to visually disabled is insufficient, and forming of learning environment was desperate since equipment necessary for computer education was absurdly lacking unlike regular schools. Also, only 10 out of 21 teachers(47%) majored in social welfare or special education, and none majored in computer. It is because support for employment of those who majored social welfare, special education, and computer is insufficient compared to treatment for teachers at general schools at the facility for the disabled since teacher employment regulation at the facility for the disabled is not set. It is studied that providing high-quality of education environment to the disabled was desperate through physical and social treatment that suits nurturing of the professionally knowledge personnel through expansion of equipments and constant education and training based on government support to promote information education of the facility for the disabled.