• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.4
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• pp.1-16
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• 2019

This study proposes the requirements for students in colleges majoring in fashion at two-year colleges in Seoul and Gyeonggi-do to perform behaviors in preparation for a further career more effectively by identifying the impact of social support on the career decision-making self-efficacy, and behaviors preparing a further career. The results of this study are described below. In accordance with the analysis on the relationship between career decision-making self-efficacy and behaviors preparing a further career, and the social support, the social support had a positive impact on the career decision-making self-efficacy and a negative impact on the behaviors preparing a further career. Moreover, the career decision-making self-efficacy had a positive impact on the behaviors preparing a further career. In accordance with the analysis, social support from family members or relevant third parties is required for improving the behavior of students majoring fashion in colleges to prepare a further career. To this end, the quantity or scope of social support is not the main issue, but the meticulous approach to fit each student's need for making students recognize such social support. It is important for students in colleges to enhance career decision-making self-efficacy by accurately identifying their abilities, values or desires.

• Journal of Technologic Dentistry
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• v.28 no.2
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• pp.399-415
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• 2006

This research collected the curriculum for Dental Technology from a total of 20 schools-eighteen 3-year colleges and two 4-year colleges all in Korea. We divided 4 groups as regions from 20 colleges, and we compared the credit of university students who finished all the required courses and want to apply for a national examination and the credit to be had from another educational institution. As a result of this analysis, we get the conclusion below: 1. In the curriculum, average credit are shown like this order: Science of Dental materials 5.45 Orthodontics Technology 4.10 Dental Morphology 3.80 Oral Anatomy 3.05 Dental Health Science 2.45 Public Health Science 2.40 These show that the credit of fundamental studies, which is in order to take Dental Prosthetics, is increased. 2. In the curriculum, average credit are shown like this order: Crown and Bridge Technology 7.25 Removable Partial Dentures Technology 6.55 Complete Dentures Technology 6.40 Dental Ceramics 4.95 Inlay Technology 2.30 3. In the curriculum, average credit are shown like this order: Crown and Bridge Technology(Lab) 5.90 Removable Partial Dentures Technology(Lab) 5.35 Complete Dentures Technology(Lab) 5.30 Dental Ceramics(Lab) 4.35 Average points between regions in the subject of a national written exam are mostly similar, but the deviation among Science of Dental Materials, Crown and Bridge Technology, Removable Partial Dentures Technology, and Complete Dentures Technology is large. And in the practical technique exam, the deviation among Crown and Bridge Technology(Lab), Removable Partial Dentures Technology(Lab), and Complete Dentures Technology(Lab) is great.

• PNF and Movement
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• v.12 no.2
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• pp.71-80
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• 2014

Purpose: The purpose of this study was to provide basic data to establish effective clinical training programs by identifying various factors that influence the satisfaction of physical therapy students with those programs. Methods: The study subjects were 205 students from six colleges (two 4-year and four 3-year colleges) who participated in clinical training programs. The colleges have physical therapy departments and are located in Busan, Ulsan, and Gyeognam. A survey consisting of 75 questions was conducted between March and December, 2003. Survey responses were analyzed through a frequency analysis, descriptive statistics, and the multiple responses approach, and correlations among the questions were analyzed using a chi-square test. Results: The level of satisfaction with clinical training programs did not differ according to the school system or the size of the clinical training institution. However, several factors led to a higher level of satisfaction, including more active participation of students in the clinical training, more intensive instruction from school professors, a larger number of subjects to complete before the clinical training, and a higher level of student perception that their institution's clinical training program was systematic Conclusion: This study surveyed physical therapy students located in Busan, Ulsan, and Gyeongnam who attended selected schools and training institutions that have their own individual characteristics; therefore, this study may have limitations for comparative analysis. However, if more extensive studies are per formed regionally in the future using the approach taken here, clinical training programs could be developed that can satisfy both schools and the industry.

• International journal of advanced smart convergence
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• v.11 no.3
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• pp.162-169
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• 2022

The purpose of this study is to estimate the determinants of the smoking demands of university students. For this study, a total of four four-year universities and two-year colleges in Seoul and provincial areas were surveyed. The model for analyzing the demand for smoking was applied with a double hurdle model, and determinants to participate in smoking in the first stage and the amount of smoking in the second stage were analyzed. According to the analysis results, the determinants to participate in smoking as a first stage are gender, grade, college type, major category, and parents' income, which have a statistically significant effect, and the analysis of the amount of smoking as a second has been analyzed as the variables that influence gender, grade, college location, major, parents' income type and income amount.

• Journal of Advanced Information Technology and Convergence
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• v.10 no.2
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• pp.177-197
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• 2020

Colleges have been forced to take non-face-to-face classes this year due to the COVID-19, and the situation is expected to continue unless the development of treatments and vaccines is carried out as soon as possible. In the situation where non-face-to-face classes are required under compulsion, two methodologies have been suggested as most representative alternatives to face-to-face classes: online real-time classes and on-demand contents classes. The purpose of this study is to compare the perceived convenience, self-fidelity, and preference of students between online real-time and on-demand contents classes by gender, school year grade, mostly using class media, and number of courses taken. Comparative results between online real-time and on-demand contents classes were statistically analyzed by surveying students at a university.

• 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.

• Journal of the Korean Society for Library and Information Science
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• v.18
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• pp.213-276
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• 1990

To revise and develop a 'Model' Curriculum for training the middle standing professionals equipped with professional technology and theories at the spot of the library, such process were executed as research on bibliographic material and literature, utilization of examination of various questionnaires, interviews with middle standing librarians at the spot of the library, a review on the operational state of the Professor's Association of Library Science of Junior Colleges, some consultation with the Research & Deliberation Committee on Curriculums, etc., and to review the present department of library science at the two-year course's short-term colleges or institutes in foreign countries, Germany which is thought to be similar to our nation's situations and its level of economy and Singapore which is considered to be a newly emerging nation were looked into typically. In particular, since studies on the curriculums of the Library Science Dept. of colleges had already preceded, thereby the framework of the 'Model' curriculum was already achieved, however to review how well such framework is applied to the spot of education and give some improvement on that, some unrelistic findings of different subjects in consideration with reality, while comparing those curriculum schedules of each Library Science Dept. with the 'Model' curriculum schedule, were supplemented or revised to be fit to reality. For some supplementing or revising proposals on the pre studied 'Model' curriculum, some tentative plans which focussed on each field respectively and some tentative plans which focussed on cultural subjects, required major subjects and elective subjects were suggested in duality to be referred to. On such a process of forming a harmony of educational theories and practice, it was planned to revise and develop curriculum in a sense emphasizing on practical exercise, and tried not to neglect on each of the fields of the curriculum centered on the areas of materials organization, linguistics, information resource, information science, library organization, & administration, etc. The study on curriculums should be performed flexible to be applied to the accelerating transition of sciences, and be good examples in instruction.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.599-605
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• 2021

In this study, we empirically investigated how start-up support programs provided at colleges affect students' satisfaction with their major and their Entrepreneurial Intentions. The participants included 248 students from five colleges two-four-year colleges located in Seoul, Gyeonggi-do Province, Chungcheong-do Province, Gyeongsangbuk-do Province, and Jeola-do Province. SPSSWIN 24.0 for descriptive statistics analysis, exploratory factor analysis, reliability analysis, multiple regression analysis, and moderated regression analysis. showed that, among various forms of support for business start-up, support for education on start-up and support for start-up activities had a positive impact on the students' opportunity motivation and achievement motivation at a statistically significant level. opportunity motivation, achievement motivation, and independence motivation all positive influence on the students' resolution to start a business support for education on start-up and support for start-up activities had positive impact on the studens' entrepreneurial Intentions. These findings suggest that college programs that support students' business start-up need to be developed and applied with a focus on support for education on start-up and support for start-up activities to enhance college students' satisfaction with their major and stimulate their Entrepreneurial Intentions.

• Journal of The Korean Society of Integrative Medicine
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• v.1 no.3
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• pp.97-109
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• 2013

Purpose : The purpose of this study work for the therapy and how students perceive the occupational therapist was to find out how. Method : The subjects in Busan and Kyungnam located in three two-year colleges and four-year clinical experience of two college students completed work therapeutics were expressed any research to understand the purpose of those who agreed to participate in the survey responded to the 175 people working Therapeutics two, three, four grades were included in the study. Result : 1. Education according to the image of the occupational therapist in grades four-year professional, the value and worth, the patient understand the position was higher in order. 3-year sophomore highly skilled in, the patient understand the position, sincerity was higher in order. 2. Gender occupational therapist who specializes in images for men, the value and worth, high practician was higher in women who were professional, the value and worth, helfer as high. 3. Theory of motivation based on the value of occupational therapists and rewarding images aptitude and interest, high practician, attractive, intellectual was in order. Entrance examination scores as a professional party, value & worth, abuse of authority ceremony was in order. 4. Image by Place of Practice Rehabilitation Hospital occupational therapist who specializes in, high practician, intellectual was in order. Care in the hospital and rewarding value, the professional character, high practician was in order. Hospital and rewarding the value, who specializes in, hepfer was in order. University Hospital who specializes in, the value and worth, Attractive was in order. Conclusion : It had revealed that occupational image perception of occupational therapy student was positive.

• Korean Journal of Health Education and Promotion
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• v.26 no.5
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• pp.115-127
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• 2009

Objectives: To compare alcohol secondhand effects among US and Korean students. Methods: Nationally representative 4-year colleges of two countries were involved in this cross-national comparison study. Data from the 2001 U.S. College Alcohol Study and the 2003 Korean College Alcohol Study came from 120 colleges in 38 U.S. states and the District of Columbia and 60 colleges in Korea. Randomly selected 4-year college students from the U.S. (10,924) and Korea (2,385) participated in the study using self-reports of alcohol use and perceptions of drinking as assessed by College Alcohol Study questionnaires. Results: Korean students were tend to more likely to have being a victim of sexual assault or date rape, having to take care of drunken students and finding vomit in the hall or bathroom of residence, than US students, while US students were tend to more likely to have being insulted or humiliated, having a serious argument and quarrel, being pushed, hit, or assaulted, having study/sleep interrupted, and experiencing an unwanted sexual advance than Korean students. Conclusion: In general, US students were more likely to suffer interrelationship problems after drinking while Korean students were more likely to have physical and individual drinking related problems.