• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.77-93
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• 2006

As our current society is increasingly demanding a Home Economics Education curriculum that projects the recent changes around us, in this study we hope to present which fundamental materials would be needed in Home Economics Education to satisfy the needs of learners in schools and to Provide actual practice and information crucial to live in the future society. A reform of the present Home Economics regime is needed, and as a result of critical analysis on the subject we found that it did not portray the plurality of family relations and cultures owing to the sudden changes in society, nor did it present an active curriculum that could be applied to the changes in social environments. This was partly because of the matter of establishing a proper academic identity of Home Economics Education, the matter of specializing curriculums and general methods of applying them, the academic conservatism in the field of Home Economics, and ineffectiveness of teacher reeducation as well as a lack of leadership on the part of administrative departments. The objective and content structure of Home Economics Education should be reformed to adjust to the current society by taking an approach focused on family and the consumer. In the family part, curriculums should include the formations of various family structures and home cultures to portray a more open concept of family, which should promote gender equality in matters of child upbringing and housework. From a humanitive perspective, Home Education should he dealing with the mediation and decision-making of individuals caught between social advancement and household functions. their communication skills in choosing and deciding, and furthermore their participation in their living communities which may present more material basis of critical scientific philosophies to be discussed in class. Additional themes such as sustainable consumption for earth environment and resource preservation and ways of application to rebuild our diminishing society must also be included in the education curriculum. We should look to find a more integrated approach to Home Economics Education rather than the present field based and specialized regime.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.7
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• pp.862-869
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• 2009

This research was performed to acquire fundamental data to be used in developing school foodservice monitoring programs by investigating the actual operational conditions and views of dietitians and students' parents on foodservice monitoring. A questionnaire was provided to the parents and the dietitians of 100 school foodservice establishments in Ulsan area for one month (June, 2007). The questionnaires of 51 foodservice establishments from dietitians and parents were collected (response rate 51%). The collected data from the questionnaires were statistically analyzed using the SAS package program. In terms of the study subjects, 98.0% of the school foodservices were direct managed. The knowledge of HACCP of the students' parents included 'know well' (52.6%), 'know a little bit' (8.8%), and 'do not know' (38.6%). 90.2% of the subjects were monitoring school foodservice regularly. The performance rates of school foodservice monitoring by the students' parents were in the order of: inspecting food materials (95.4%), food preparation (92.7%), and cleaning and facilities sanitation (88.1%). Of the students' parent respondents, 64.1% received preliminary monitoring education regularly, in the order of inspecting food materials (70.9%), food preparation (67.5%), and cleaning and facilities sanitation (60.9%); menu planning (45.5%) was the most highly required item for preliminary education. The understanding degree, in terms of the foodservice preliminary education, was 3.10 points, and the effects evaluation scores of the preliminary education by the dietitians was 3.18 points out of 5 points. The evaluation results for both the importance and performance about the foodservice monitoring items, as evaluated by the students' parents, indicating that importance was higher than performance in 7 of the foodservice monitoring items. The highest item for both importance and performance was 'food preparation'. There were no differences between the importance and performance of the foodservice monitoring items, regardless of whether or not the students' parents had preliminary education, suggesting that the preliminary education of the students' parents was not effective so far. In conclusion, in order to maximize the effectiveness of students' parent foodservice monitoring programs, it is necessary that students' parents participate voluntarily and perform foodservice monitoring regularly. Also, the preliminary education should be offered prior to performing monitoring, considering the demands and the characteristic of the students' parents.

• Archives of design research
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• v.18 no.2 s.60
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• pp.243-254
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• 2005

Great Britain and the United States and Finland are having an interest in long policy subject about child design education through early design education. And they approaches and practices it systematically. The research about the design learning program instance of advanced nation of primary school's design education for various objective is necessary for use with the fundamental reference data for an elementary design education. And so, This research presented the program instance investigation and analysis result of British primary school's design education. U.K is teaching an primary design education from two subjects of Art & Design and Design and Technology which is a legal subject with national curriculum. The analysis result of design relation unit learning program of two subjects is: Design relation unit learning programs of 'Design and Technology' subject's 20 unit which except 4 food relation unit is largely scientific engineering contents that include utility function contents in part. The reason is as behavior styles based on Design process solve problems scientifically & rationally. Design relation 6 units in subject of Art & Design which except the units which relates with the pure fine arts and architecture in 19 units is aesthetic-symbolic and utility-functional contents largely. And so, the result was analyzed about relation of scientific-engineering content of 'Arts & Design' subject is insufficient comparing with 'Design and Technology' subject Specially, I think that the design relation's unit learning program instances of 'Design and Technology' subject of the British primary school which have been presented by this research paper is a possibility becoming one reference model for a program development. And so I expects that this research could be applied in the program development for the primary design education of primary teacher & education agency.

• Journal of the Korean Institute of Landscape Architecture
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• v.39 no.2
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• pp.40-51
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• 2011

Recently, the public's interest in quality of life and good design has increased, and the opportunities for their participation in space planning and the design process are expanding. However, the public still lacks understanding of the role(and importance) of space and environment and is not experienced in expressing their opinion on improving the urban environment. At this point, 'Built Environment Education for Kids' will be the key to understanding space and environment as future citizens and to developing the ability of problem-solving and expressing their opinions. This study aims to change the awareness of the public as well as experts, and to make a better urban space through comparison and analysis of domestic and foreign 'Built Environment Education.' In 27 countries around the world(more than 110 institutions), 'Built Environment Education' from childhood is being implemented. Such movements aim to make people participate in the space design and decision-making process by understanding a fundamental element of the built environment and space perception. In this study, the United States, Britain, Finland, Japan and South Korea's 'Built Environment Education' are discussed Above all, the definition, range and target of 'Built Environment Education' are discussed For each case, the purpose and effect, laws and educational processes, systems and roles, and examples of programs are analyzed. Through reviewing each attribute and their implications, a conclusion is drawn on the aspects we have to consider in laying the foundation for implementing the 'Built Environment Education' in Korea, such as consideration of the locality, organizing systematic networks and composing a pool of experts, building proper institutions, and establishing the role of the government. This case study of 'Built Environment Education' can help increase the awareness of the public and build their strength in establishing a better future space. Through the analysis of the purpose, laws, systems, and contents, this case study is expected to provide and build the foundation for an educational system and develop an appropriate program that best suits our society.

• 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.

• Korean Journal of Environmental Biology
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• v.33 no.4
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• pp.394-402
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• 2015

This study was carried out to investigate the bat (Chiroptera) fauna in Jeju Island. Bat distribution was monitored in lava tubes, sea caves, cave encampments and eco-corridors from July, 2006 to June, 2015. Bat specimens were also confirmed at the museums in Jeju Island. From the present study, we found 8 species of 6 genera belong to 3 families, which was different from the records had previously described in Jeju Island since 1928. Five species (Rhinolophus ferrumequium, Myotis bombinus, M. formosus, M. macrodactylus and Miniopterus schreibersi) were commonly found to live in lava tubes and cave enforcements. But only R. ferrumequium was found in a sea cave and five species including Murina leucogaster and Pipistrellus abramus were found in eco-corridors. We have also found seven species including Tadarida insignis in the specimens stored in local museums. From the results of this study, we actually could not found the remaining seven species (Hypsugo savii, Miniopterus fuscus, Myotis mystacinus, Myotis ikonnikovi, Myotis branditii, Myotis petax and Pipistrellus endoi). Interestingly, Myotis formosus which is known as one of endangered species and Myotis bombinus which is very rare in Korean Peninsula were currently found in Jeju Island. In addition, Tube-nosed bat (Murina leucogaster) that was discovered for the first time through this study. A variety of habitats for Chiroptera were identified, but the information is still not sufficient to understand. These results will be useful to provide a fundamental data in preserving the diversity of bats and in ecological study in Jeju Island.

• Journal of East-West Nursing Research
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• v.1 no.1
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• pp.22-39
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• 1997

Purpose: The purpose of this study is to evaluate the effect of rehabilitation education on the reduction of the stress of family members who have patients suffering from stroke and to find a new way to nurse the patients and their family. Subjects & Methods: The subjects were sixty-one family members with the patients who had been hospotalized in K hospital of oriental medicine from september the 9th, 1996 to september the fourteen, 1996. This study was performed by simulated control group pretest-posttest design; pretest was done on the control group through a questionnaire, counselling and observation while posttest was done on the experimental group 1-2 days after systemic rehabilitation education. To teach the patients and their family, the amended version of a book written by Lee Hae-jin was used as a tool for systemic rehabilitation education. As a method to estimate ADL score, modified Kang's method was applied and ADL score was measured by well-trained technician. As for the tool to estimate the degree of family stress, Choi's method adjusted to this study was applied. In the analysis of the data, social property of the patient and the characteristic of the disease were surveyed in $X^2$ examination to confirm the consistency between the experimental group and the control group. The diffrence in the degree of the stress, which is a dependent factor, was examined by t-test. The difference in ADL score between the experimental group and the control group was examined by t-test. The difference in the degree of the stress according to the general feature of the family with stroke patient, social property of the patients and the characteristic of the disease were surveyed by F examination. The difference in family stress according to the degree of ADL was surveyed by F examination. RESULTS: 1. After hypothetically-examined systemic rehabilitation education, the total of the score of family stress surveyed in 34 items of three domains was compared between the experimental group and the control group. There was no statistically significant difference between two groups; mean score of experimental group=2.28, that of control group=2.93(t=.17, df=59, p=. 66). 2. In the survey on family stress in 34 items, the items over mean score 3.0 were firstly the anxiety of possible disability and relapse of the disease and secondly to watch the patient's suffering without doing anything in the domain of the change of the disease and the difficulty in caring. And the items of the lowest stress with less than mean 2.0 score were little chance to meet the relative and friends, inconsistent treatment and attitude of the medical workers and the change of the attitude of the relative due to the patient orderly in the domain of social and personal relation and the responsibility as the family. The items which showed the difference between two groups were aggravation of neighboring patient(t=3.36, df= 59, p=.001) and the possibility of patient's death(t=2.19, df=58.38, p=.033) in the domain of the change of the disease and the difficulty in caring. 3. In the study on the stress difference according to general features of the family with the stroke patient, the score of family stress with the occupation was higher with mean 2.49 than that of the family stress without occupation with mean 2.16, but there was no significant difference. (F=5.21, df=1/59, p=.026). 4. In the study on the stress difference according to social property of the patient and the characteristic of the disease, there was significant difference in the age of the patients (F=2.98, df=3/57, p=.039). These results show that even if there is no statistically significant difference between two groups, sixteen of the experimental group are less than 3.0 in ADL score(standard 6 score)while eight of the control group are less than 3.0 and that ten of the experimental group are in the year range of 39-49 while four of the control group are in the year range of 39-49 which showed significant difference in family stress. These imply that there is a possibility that the experimental group have serious and fundamental stress resulting in high pretest stress compared with the control group. It might be due to the characteristic of simulated control group pretest-posttest design that the psychologic-supportive effect by the education was not observed. On the basis of these results, the followings are suggested. 1) A study on the nursing-mediated method to reduce the stress in the items which are not resolved by rehabilitation education, a study on nursing according to the patient's age and a study on the supportive nursing toward the family with occupation are required. 2) More than two times consecutive nursing-mediated rehabilitation education to measure the family stress is required. 3) Comprehensive and multilateral systemic education program including the instruction on western-eastern medicine, physical therapy, exercise and diet through collaboration of the experts in each field is required. 4) Family stress at home as well as in the hospital needs to be estimated and home rehabilitation and home-nursing needs to be continued.

• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 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 Society of Preventive Korean Medicine
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• v.20 no.1
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• pp.19-28
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• 2016

Objectives : This study is to research on usage patterns, recognition of system to Korean medicine among high school students who are the potential future medical consumer. Methods : Based on the questionnaire used by KIHASA(Korea Institute for Health and Social Affairs) in 2011 and KHIDI(Korea Health Industry Development Institute) in 2014, modifications were made to make questionnaire more suitable for this research. This self-administered questionnaire was conducted among 1,025 highschool students of 3 high schools in Ulsan city on september, 2015. Except 19 cases which considered statistically insignificant or with unreliable responses, 1,007 cases were analyzed by p-paired test and ANOVA test through the SPSS 22.0 for Win program. Results : Most of the high school students(66.5%) do not have an experience on Korean medical care. The number of students' first experience on Korean medical care is the largest during their elementary school (34.9%), which means the treatment was mostly for restorative reasons like growth care. The later the time of their first experience on Korean medical care, the higher ratio was shown on their recent utilization of Korean medical care. Korean medicine was rarely covered in most cases of public health education at school, and this public health education and usage pattern on Korean medicine have positive correlation. Compared 'Group who have used Korean medical care in 1 years except recent 3 months' to the 'Group who have used Korean medical care in 3 recent months', the former showed higher recognition in Korean medical care and insurance system. Conclusions : The proportion of Korean medicine is as low as 4.5% to whole medical market, and most of the consumers are senior. In addition, the aging phenomenon of Korean medical consumer have been continued. This specialized study on usage patterns and recognition among youth can be the basic research data which can be used for promotion, education and establishment of health policy and health care system.

• Informatization Policy
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• v.24 no.2
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• pp.87-104
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• 2017

The Fourth Industrial Revolution, which is based on the development of information and communication technology (ICT), is expected to replace human knowledge work, which will cause problems of mass unemployment and wide income gap from job polarization. Furthermore, the change is expected to be rapid and wide, demanding proactive measures to respond to such abrupt social changes. However, previous literatures assume that the traditional form of employment will continue and provide limited solutions only. On the other hand, the Fourth Industrial Revolution will enable transition to the Prosumer Economy, which will ultimately lead consumers to become producers through increased job flexibility. If the prosumer economy arrives and the consumers become producers, it will no longer be the matter of finding workplace but rather, the matter of finding the work itself. In this regard, the new technologies of the Fourth Industrial Revolution can be the fundamental solution to such job issues. This paper suggests stable transition to the Prosumer Economy in order to solve the job issues in the age of the Fourth Industrial Revolution. In order to effectively support the process, this paper suggests first, ensuring the amount of education by shortening labor time; second, facilitating life-time education through free online education service; and third, closing the digital divide through mandatory use of the e-government system.