• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.81-90
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• 2018

Reportage documentary by SBS did a great role to keep public sphere whether other programs shrinked during 2010's. I analysed with the assumption that there are some rhetorical characteristics in narrative structure of . Looking as 'Mysterious reportage documentary' I analysed the rhetorical characteristics of title, subtitle and script. Title has a perspective to suffice audience's desire and subtitles uses word 'mystery', names of place, interrogative sentences very often. This use helps to draw and keep audience's attention. I found reversal of fortune rhetoric, into depth rhetoric and admiration rhetoric salient. These results connect to the design thinking approach which shed light on importance of person, and we could get an implication of the successful development of television contents.

• The Korean Society of Law and Medicine
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• v.17 no.2
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• pp.145-173
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• 2016

A patient's Right to Self-Determination or his/her Right of Autonomy in the Republic of Korea has traditionally been understood as being composed of two elements. The first, is the patient's Right to Know as it pertains to the physician's Duty to Report [the Medical Situation] to the patient; the second, is the patient's Right to Consent and Right of Refusal as it pertains to the physician's Duty to Inform [for Patient's Consent]. The legal and ethical positions pertaining to the patient's autonomous decision, particularly those in the interest of the patient's not wanting to know about his/her own body or medical condition, were therefore acknowledged as passively expressed entities borne from the patient's forfeiture of the Right to Know and Right to Consent, and exempting the physician from the Duty to Inform. The potential risk of adverse effects rising as a result of applying the Informed Consent Dogma to situations described above were only passively recognized, seen merely as a preclusion of the Informed Consent Dogma or a denial of liability on part of the physician. In short, the legal measures that guarantee a patient's 'Wish for Ignorance' are not currently being understood and acknowledged under the active positions of the patient's 'Right Not to Know' and the physician's 'Duty to Consideration' (such as the duty not to inform). Practical and theoretical issues arise absent the recognition of these active positions of the involved parties. The question of normative evaluation of cases where a sizable amount of harm has come up on the patient as a result of the physician explaining to or informing the patient of his/her medical condition despite the patient previously waiving the Right to Consent or exempting the physician from the Duty to Inform, is one that is yet to be addressed; that of ascertaining direct evidence/legal basis that can cement legality to situations where the physician foregoes the informing process under consideration that doing so may cause harm to the patient, is another. Therefore it is the position of this paper that the Right [Not to Know] and the Duty [to Consideration] play critical roles both in meeting the legal normative requirements pertaining to the enrichment of the patient's Right to Self-Determination and the prevention of adverse effects as it pertains to the provision of [unwanted] medical information.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.126-142
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• 2001

Although a call for the implementation of PBL in nursing education is getting increased, it has not been actively implemented as it could be. The main reason for this situation seems to be the lack of well designed learning packages. Well designed PBL packages can be the core factor for the successful implementation of PBL. However, this seems to be the hardest task for teachers wanting to implement PBL. Therefore, the purpose of this study is to develop a systematic framework of PBL package development process and provide the examples of its application. This framework of the process of PBL package development includes thirteen steps. First of all, the team needs to decide a topic to be explored in the package and then clusters concepts related to the topic. Second, the team selects a real situation and writes it as a story. Third, knowledge, skills, and attitudes that practitioners need to know to deal with the situation will be explored. Fourth, learning objectives will be written. The next, the team will check if the situation includes multidisciplinary concepts and content. Sixth, the story will be divided into several parts. Seventh, part 1 will be written. Eighth, clinical documents related to part 1 need to be prepared. Ninth, the team will write a suggested approach for students. Then, they need to prepare a tutor's guide for part 1. Eleventh, the team will prepare a list of reading materials and plan for lectures and clinical laboratory sessions. Twelfth, they will write part 2 ~ part N following the steps from the seventh to the eleventh. The last step is evaluating the package and amending it as needed. These thirteen steps are very detailed and easy to follow for beginners. It is expected that this framework will contribute to accelerate the implementation of PBL in nursing education.

• Human Ecology Research
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• v.60 no.3
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• pp.331-344
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• 2022

The purpose of this study was to identify a support method for the introduction of metaverse-based classes (MBC) in home economics (HE) education. This was achieved by diagnosing the stages of concern and levels of use exhibited by HE teachers applying the concerns-based adoption model (CBAM). Questionnaires were sent to a convenience sample of middle- and high-school HE teachers using the KSDC (Korea Social Science Data Center). Overall, 271 responses were received, and the data were analyzed using KSDC E-STAT 3.0 and SPSS 28.0.1.1. The results were as follows: First, regarding the level of knowledge of MBC, the introductory level was the most common (139 respondents, 51.3%,), followed by the beginner level (81, 29.9%), the intermediate level (28, 10.3%,), the advanced level (12, 4.4%), and the master level (11, 4.1%). Average responses on a 5-point Likert scale to questions about the use of metaverse in HE classes were as follows: possibility (4.02), necessity (3.82), and usefulness (3.90). Second, HE teachers' stages of concern in MBC were as follows (in descending order): unconcerned - stage 0, and information - stage 1 (86.9), personal - stage 2 (85.6), management - stage 3 (80.9), collaboration - stage 5 (57.5), consequence - stage 4 (57.4), and refocusing - stage 6 (55.2). Third, the use of MBC was highest for orientation - level 1 (173 respondents, 63.8%), followed by non-use - level 0 (34, 12.5%), preparation - level 2 (29, 10.7%), mechanical - level 3 (15, 5.5%), refinement - level 5 (8, 3.0%), renewal - level 7 (8, 3.0%), routine - level 4 (3, 1.1%), and integration - level 6 (1, 0.4%). Many HE teachers had heard about MBC but were in the introductory level of not knowing what it is, and at the stage of being unconcerned or wanting to know about MBC. Of the 271 respondents, only 35 used metaverse in classes. Therefore, it is necessary to provide teacher training opportunities that provide basic information on the significance and implementation of MBC for HE teachers. Also, an MBC guideline book should be developed and distributed to HE teachers. Finally, a teacher community meeting is needed to share the expertise of teachers with substantial experience in using MBC.