• Journal of The Korean Association For Science Education
• /
• 제40권2호
• /
• pp.177-189
• /
• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• Research in Community and Public Health Nursing
• /
• 제7권2호
• /
• pp.384-399
• /
• 1996

The concept of parish nursing began in the late 1960s in the United States when increasing numbers of churches employed registered nurses (RNs) to provide holistic, preventive health care to the members of their congregations. Parish nursing role was developed in 1983 by Lutheran chaplain Granger Westberg, and provides care to a variety of church congregation of various denominations. The parish nurse functions as health educator, counselor, group facilitator, client advocate, and liaison to community resources. Since these activities are complementary to the population-focused practice of community health' CNSs, parish nurses either have a strong public health background or work directly with both baccalaureate-prepared public health nurses and CNSs. In a Midwest community in U.S.A., the Healthy People 2000(1991) objectives are being addressed in health ministries through a coalition between public health nurses and parish nurses. Parish nursing is in the beginning state in Korea and up untill now, there has been no research was conducted on concrete role of korean parish nurses. The main purpose of this study was to identify, classify and analyze activities of parish nurses. The other important objective of this study was to establish an effective approach and direction for parish nursing and provide a database for korean parish nursing model through analysis and' classification of the content of the nursing record which included nursing activities. This study was a descriptive survey research. The parish nurses were working in churches where the demonstration project developed on parish nursing. The study was done on all nursing records which were working in churches where the demonstration project developed on parish nursing. The study was done on all nursing records which were documented by parish nurses in three churches from March, 1995 to February, 1996. Namsan, Taegu Jeei and Nedang presbyterian churches in Taegu and Keimyung nursing college incooperated together for the parish nursing demonstration project. The data analysis procedure was as follows: First, a record analysis tool was developed and second, the data was collected, coded and analyzed, the classification for nursing activities was developed through a literature review, from which the basic analysis tool was produced and cotent validity review was also done. The classification of the activities of parish nurses showed 7 activitity categories. 7 activity categories consisted of visitation nursing, health check-ups, health education, referring, attending staff meetings, attending inservices and seminar, volunteers coordinating. The percentage of activities were as follows: Visitation nursing(A: 51.6%, B: 55%, C: 42.6%) Health check-ups(A: 13.5%, B: 12.1%, C: 22.3%) Health education(A: 13.5%, B: 13.2%, C: 18.2%) Referring(A: 1.4%, B: 4.2%, C: 2.4%) Attending staff meeting(A: 18.8%, B: 13.0%, C: 12.2%) Attending inservices and seminar(A: 1.5%, B: 2.2%, C: 2.1%) Volunteers coordinating(A: 0.3%, B: 0.4%, C: 0.0%) To establish and develope parish nursing delivery network in Korea, parish nurses role, activities and boundaries of practice should be continuously monitored and refined every 2 years. Also, It is needed to develope effective nursing recording system based on the need assessment research data of various congregation members. role, activities and boundaries of practice and arrangement of the working structure, continuing education, cooperation with community resources and structuring and organizing parish nursing delivery network. Also, It is needed to develope effective nursing recording system based on the need assessment research data of various congregation members.

• Herbal Formula Science
• /
• 제11권2호
• /
• pp.1-18
• /
• 2003

The Theory for Monarch, Minister, Adjuvant and Dispatcher (or the Theory of Principal, Assistant, Adjuvant and Guiding Korean Oriental Herbal Medicines) has served as a standard principle for newly developed prescription formulas as well as established ones. Despite its significance, however, this theory hasn't been thoroughly studied and covered in the academic journals of Korean Oriental Herbal Medicines (KOHM) yet. This paper inquires into the origin of the theory while presenting the definitions and functions of Principal, Assistant, Adjuvant, and Guiding KOHM. In the end, the recommended doses and number of the KOHM comprising each of Principal, Assistant, Adjuvant, and Guiding KOHM are suggested. The compatibility theory of Principal, Assistant, Adjuvant, and Guiding KOHM can be traced back to the Warring States Period during which it was recorded in the treatise of the various schools of thoughts and their exponents. The theory was firmly established as a full system in ${\ulcorner}Shinnong's\;Pharmacopoeia{\lrcorner}\;and\;{\ulcorner}Yellow\;Emperor's\;Cannon\;of\;Internal\;Medicine{\lrcorner}$. While ${\ulcorner}Shinnong's\;Pharmacopoeia{\lrcorner}$ focuses on the classification of the properties of KOHM, ${\ulcorner}Yellow\;Emperor's\;Cannon\;of\;Internal\;Medicine{\lrcorner}$ mainly deals with the principles for writing prescriptions. In this regard, it is ${\ulcorner}Yellow\;Emperor's\;Cannon\;of\;Internal\;Medicine{\lrcorner}$ that systemized the Theory of Principal, Assistant, Adjuvant, and Guiding KOHM in a real sense. Principal KOHM aims at the causes of diseases and treat main symptoms. The doses are greater than Assistant, Adjuvant and Guiding KOHM. With their comprehensive effects, Principal KOHM is a leading ingredient of any prescription formula. Assistant KOHM are similar to Principal KOHM in its natures and flavors. Although its natures, flavors as well as efficacies may slightly differ from those of Principal KOHM, Assistant KOHM strengthens the therapeutic effects, jointly working with Principal KOHM. They mainly treat accompanying diseases and symptoms. Adjuvant KOHM is divided into two types: facilitator and inhibitor. Facilitators with the similar properties to those of Principal and Assistant KOHM help strengthen the therapeutic effects. Since they usually treat accompanying symptoms or secondary accompanying symptoms (minor accompanying symptoms), there are two kinds of facilitators. (1) The first kind of facilitators assists Principal KOHM, targeting accompanying symptoms. (2) The second ones supporting Assistant KOHM are for accompanying or secondary accompanying symptoms (or minor accompanying symptoms). Inhibitors counteract and thereby complement Principal and Assistant KOHM. Some of them inhibit the side effects or toxicity of Principal KOHM for the sake of the safety of the whole prescription formula while the others generate induced interactions. Guiding KOHM can be used for two purposes: guiding and mediating. The Guiding KOHM for the former purpose leads the other KOHM in a prescription formula to the lesion. But, the Guiding KOHM for mediating coodinate and harmonize all the ingredients in a prescription formula. The number of KOHM for those Principal, Assistant, Adjuvant and Guiding KOHM and their doses are different, depending on the types of prescriptions: classical prescriptions, prescriptions after ${\ulcorner}$Treatise of Cold-Induced Diseases${\lrcorner}$ and prescriptions of Sasang Constitutions Medicines. In the case of the prescriptions after ${\ulcorner}$Treatise of Cold-Induced Diseases${\lrcorner}$, it is highly recommended to follow the view of ${\ulcorner}$Thesaurus of Korean Oriental Medicine Doctors in Chosun Dynasty${\lrcorner}$ for the number of KOHM to be used. For the doses, however, ${\ulcorner}$Elementary Course for Medicine${\lrcorner}$, is found to be more accurate. The most appropriate number of KOHM per prescription is 11-13. To be more specific, for one prescription formula, it is recommended to administer one kind of KOHM for Principal KOHM, 2-3 for Assistant KOHM, 3-4 for Adjuvant KOHM and 5 for Guiding KOHM. As for the proportion of the doses, when 10 units are to be administered for Principal KOHM in a formula, the doses for the other three should be 7-8 units for Assistant KOHM, 5-6 for Adjuvant KOHM and 3-4 for Guiding KOHM. The doses of the KOHM added to or taken out of the prescription correspond to those of Adjuvant and Guiding KOHM.

• Journal of the Korean Society of Clothing and Textiles
• /
• 제33권12호
• /
• pp.1897-1909
• /
• 2009

This large-scale research project contributes to the theory development in the importance of clothing to the self and in the way that older persons might age successfully by fulfilling the need for self-actualization by incorporating a primary resource environment, such as clothing into their self-system. This paper presents one research objective from a lager project that explores the correlations among the Proximity of Clothing to Self (PCS), age identity (subjective or perceived age), and self-actualization (the highest level of human needs). A mail survey design was applied to this study. In November 2004, two questionnaires, Clothing: A Resource for Successful Aging? (to measure PCS, age identity, and demographic variables) and Personal Orientation Inventory (to measure self-actualization), were sent to 1,700 older persons in the U.S. and 195 completed usable questionnaires were returned (12% response rate). This research discovered that the age identity of older persons did not relate with PCS except for those 85 years and over. There were negative correlations among subscales of PCS and self-actualization. This result can be interpreted as that an older person who has not met the highest level of needs yet, can use clothing as a facilitator or need satisfier to meet a higher level of Self-Actualization (SA). Correlation analyses also revealed that older persons in the age category of 75 to 84 years were different from those in the category of 65 to 74 years and 85 years and over. This result implies that older persons in this age category are undergoing more psychological transitions than those in other categories. Further research is necessary to explore the relationship of several SA subscales with various clothing variables such as clothing interest, clothing involvement, or clothing satisfaction.

• Journal of Korea Technology Innovation Society
• /
• 제10권2호
• /
• pp.284-309
• /
• 2007

Technology transfer (TT) consortium is an affiliation of two or more public research institutions (PRIs) that participate in a common technology transfer activity or pool their resources together, with the objective of facilitating technology transfer. Based on empirical analysis of five regional TT consortia (2002-2006) operating in Korea, this paper suggests their effectiveness by employing a TT performance index (TTPI) and identifies possible characteristics involved, such as motivations, facilitators, barriers, and challenges. TTPI devised in the paper is a new composite TT performance index to measure how much the TT performance of a PH changed in a designated year compared to a base year. All the performance indicators of TTPI are well-structured based on the unique TT process that is prevalent in Korea. Further, TTPI can bring different size and focus of PRIs to the same scale for comparison by double-normalizing. The paper tests the effectiveness of TT consortium for the escalation of TT performances in member PRIs by highlighting the differences of TTPI's between 2005 and 2001. As a result, the paper found that the escalation of TTPI for member PRIs was greater than that for non-member PRIs. As for the characteristics of TT consortia, their respective factors obtained by TT expert survey were computed with proportion tests of differences (Z tests) to compare two perspectives between intramural and extramural groups. One of key findings is that there is general homogeneity in stakeholder perspectives regarding motivations, facilitators, barriers, and challenges. Some notable responses are as follow; the most probable motivation to join TT consortium is to share or exchange TT competences for enhanced performance. Second, the most probable facilitator is professional capability of consortium-hired personnel. Third, the foremost probable barriers to effective TT consortium are frequent change of consortium director and passive participation of member PRIs. Lastly, both publicizing TT consortia and developing performance metrics are the most important for the improvement of TT consortia. The understanding of the characteristics of TT consortia increases the likelihood of accelerated success, because TT consortia path from formation to termination encompasses many concepts, processes, principles, and factors. Finally, an analysis of the survey data combined with expert interview and observation data led the authors to derive five conditions as being critical to viable TT consortia in Korea at early stage of technology transfer systems. These conditions include policy infrastructure, proactive participation, excellent professionals, personal motivation, and teaming mechanisms. It is expected that the Korean evidence is a starting point to develop and refine the theory of TT consortia and for additional studies in other countries.

• Journal of Korean Academic Society of Home Health Care Nursing
• /
• 제11권1호
• /
• pp.5-13
• /
• 2004

The home health care industry has grown rapidly and can be expected to continue to grow in the foreseeable future. Home health care refers to the practice of nursing applied to clients with a health condition in the clients place of residence. clients and their designated care givers are the focus at home health nursing practice. The goal of care is to initiate. manage and evaluate the resources needed to promote the clients optimal level of well-being and function. Nursing activities necessary to achieve this goal may warrant preventive maintenance and restorative emphases to prevent potential problems from developing. Many project program were suggested home health care model for Korea's health care system and policy direction for expansion and establishment of home health care .But the aim of this paper is to provide on overview for theoretical frame work in home health care. Theories and conceptual frameworks or models are important nursing because they define and guide the boundaries of professional practice and identify key nurse-patient-caregiver relationships that emerge with caring. Following is the research with an investigation of the literature review in the University of Arizona international medline database, In conclusion, are as followers: First, many nursing theorists have had a tremendous impact on nursing practice. the following highlights those nursing theorists that are particularly helpful in understanding home health care. 1. Florence Nightingale : Our earliest theoretical legacy. Nightingale's believes are reflected in basic infection control practice such as hand washing and infectious waste disposal and are key nursing interventions in home care. 2. Martha Roger's :Science of unitary human beings theory. Rorger's believed that the focus of shared. non invasive healing modelities is the human environmental field rather than direct physical care. These modelities continue to evolve as our awareness (reflecting greater diversity, faster rhythms, motions, and ways of knowing) transcends time and space, allowing individuals to get in touch with their integral nature of unbroken wholeness. On people as ever changing energy fields have special relevance in home care especially with hospice and palliative care applications. 3. Madeline Leininger's; Transcultural nursing theory. Home care nurses move through a variety of communities and often care for patients from different cultural back grounds. Therefore Leininger's work has a good that with home care because home care nursing practice is very culturally focused. 4. Dorothea Orem's : Self care deficit theory. Orem's theory views care as something to be performed by both nurses and patients. The role of the nurse is to provide education and support that help patients acquire the necessary activities to perform self-care. Orem's theory is foundational to have care because it begins to truly acknowledge the role of the patient in managing his or her own health. which is referred to as self-care. 5. Margaret Neuman's; Health as expending consciousness theory. Neuman believes that health compasses disease and reflects an underlying pattern of person-environment interaction. A key application of 'Neuman's work to home care is for nurses to understand that health and illness do not necessarily exist at opposite ends of a continuum. 6. Jean Watson's: Theory of human caring. Watson's theory of human caring in nursing proposes human caring as the moral ideal of nursing. Nurses participate human caring to protect, enhance and preserve humanity by assisting individuals to fing meaning in illness. pain and existence and to help others gain self knowledge. self control. and self healing such thinking lends richness to theory development. as well as clinical practice in home care. Second, Robin Rice : Dynamic self determination for self care. (A theoretical framework for home care) Dynamical self determination for self care can be useful to home care nurses in a variety of ways. As research tool it can be reflected in the interview process when the home visit. The home care nurse's role is that of facilitator of patient self-determination for self care through numerous strategies. including patient education and case management.

• Journal of Korean Home Economics Education Association
• /
• 제32권4호
• /
• pp.19-30
• /
• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.