• Journal of the Korean Association of Geographic Information Studies
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• v.24 no.2
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• pp.78-90
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• 2021

In order to construct a precision geoid, it has been diversified into land, sea, aviation, and satellite gravity measurement methods, and measurement technology has developed, making it possible to secure high-resolution, high-precision gravity data. The construction of precision geoids can be fast and conveniently decided through GNSS surveys without separate leveling, and since 2014, the National Geographic Information Institute has been developing a hybrid geoid model to improve the accuracy of height surveying based on GNSS. In this study, the results of the GNSS height measurement were compared and analyzed choosing existing public reference points to verify the GNSS height measurement of public surveys. Experiments are conducted with GNSS height measurements and analyzed precision for public reference points on coastal, border, and mountainous terrain presented as low-precision areas or expected-to-be low-precision in research reports. To verify the GNSS height measurement, the GNSS ellipsoid height of the surrounding integrated datum to be used as a base point for the GNSS height measurement at the public datum. Based on the checked integrated datum, the GNSS ellipsoid of the public datum was calculated, and the elevation was calculated using the KNGeoid18 model and compared with the results of the direct level measurement elevation. The analysis showed that the results of GNSS height measurement at public reference points in the coastal, border, and mountainous areas were satisfied with the accuracy of public level measurement in grades 3 and 4. Through this study, GNSS level measurement can be used more efficiently than existing direct level measurements depending on the height accuracy required by users, and KNGeoids 18 can also be used in various fields such as autonomous vehicles and unmanned aerial vehicles.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.491-508
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• 2020

In this study, by measuring and analyzing the motivation of prospective mathematics teachers in learning mathematics, we tried to understand the features of prospective teachers' learning motivation and find the implications of developing expertise in terms of learning motivation. Prior research related to learning motivation identifies the three elements that consist of learning motivation as values, self-efficacy, and interest. Based on these elements, a survey tool was developed to investigate the learning motivation of prospective mathematics teachers. This survey was then carried out for 120 students in the mathematics education department of a local college. In addition, the survey asked what methods prospective teachers would choose for motivating their future students. According to the results of this study, the overall motivation of prospective mathematics teachers differed by grade (academic year) and there were significant differences between grades in self-efficacy and interest factors. In addition, the prospective teachers preferred to use interesting materials rather than inform the value of learning mathematics to induce learning motivation. Therefore, it is necessary to enhance this self-efficacy and interest in learning and to provide various material to strengthen this motivation for learning.

• Journal of Creative Information Culture
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• v.7 no.4
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• pp.187-196
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• 2021

This study was conducted as a study on the SW career education of students from underprivileged areas, which is a necessary condition for SW education to become a universal education or where research has not been conducted. Therefore, this study conducted a SW career selection model using structural equations for 2,231 students in grades 3 to 6 in 6 schools located in the marginalized areas of eup/myeon. As a result of the study, it was analyzed that the intrinsic SW learning motive of students from underprivileged areas did not affect their SW career choice, whereas the external SW learning motive was analyzed to affect their SW career choice. This is inferred that the intrinsic SW learning motive does not affect the SW career choice due to the lack of SW experience of students in underprivileged areas. The correlation between internal and external SW learning motivation was analyzed to be significant. In the future, as students from the underprivileged class have more SW education experiences, research should be conducted on how internal SW learning motives affect SW career choice and how external SW learning motives support internal SW learning motives.

• Journal of Industrial Convergence
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• v.20 no.10
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• pp.25-32
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• 2022

The purpose of this study was to identify the degree of empathy, communication competence and person-centered care of nursing students to identify the factors that influence person-centered care. Data were collected by using questionnaires from 207 students in the 3^rd and 4^th grades of the nursing college who experienced clinical practice in G city, from May 2 to 20, 2022. Data were analyzed by t-test, ANOVA, Games-Howell test, Scheffe test, Pearson's correlation, and multiple regression. Statistically, person-centered care showed a significantly positive correlation with empathy(r=.57, p<.001) and communication competence(r=.63, p<.001). Influencing factors on person-centered care were communication competence(β=.44, p<.001), empathy(β=.30, p<.001) and clinical practice satisfaction(β=-.13, p=.028) accounting for 49.8% of the total change. Based on this results, in order to improve person-centered care of nursing students, it is necessary to develop education programs to increase communication competence and empathy ability and to provide active feedback through pre and post evaluation to increase clinical practice satisfaction.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.521-533
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• 2023

The purpose of this study was to investigate the effect on the clinical competence by the face-to-face, non-face-to-face clinical practice stress and the stress coping. A survey was conducted among nursing students of university in Seoul and Chungcheong City from June 10 to July 10, 2021. 201 copies were included in the final data analysis, Pearson's correlation coefficient and hierarchical regressions was used. As a result, in the first stage, nursing students grades, major satisfaction, and face-to-face practice satisfaction explained 19.4% of their clinical performance ability, in the second step, stress coping was added to increase explanatory power by 19.6% allowing a total of 39.0% of randomness to be explained. Therefore, this study could be used as a basic data for the counseling, development, and education programs for stress coping to increase clinical competence.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.125-131
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• 2023

This study is a descriptive research study to identify the social support, depression, self-control, and employment stress levels of job seekers and to identify their correlation and influencing factors. The subjects of the study scored 4.13 points for social support, 0.79 points for depression, 3.10 points for self-control and 2.15 points for employment stress. The results of analyzing employment stress according to the general characteristics of the subjects showed that there was no statistically significant difference in gender, and there were significant differences in age, grade, major, and grades. Employment stress of the subjects is employment stress-depression (r=.625, p=).001), employment stress - self-control (r=.251, p=.001) and employment stress - social support (r=-, 519, p=).001) showed a negative correlation. Depression is depression-social control (r=.300, p=).001) shows a static correlation and depression-social support (r=-.503, p=).001) shows a negative correlation. Social support was not correlated with social support-self-control (r=-.059, p=414). Social support and depression were the factors affecting employment stress. We would like to provide basic data on programs and education to reduce the employment stress of college students.

• Steel and Composite Structures
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• v.50 no.3
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• pp.281-298
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• 2024

Stainless steel bolts (SSB) are increasingly utilized in bolted steel connections due to their good mechanical performance and excellent corrosion resistance. Fire accidents, which commonly occur in engineering scenarios, pose a significant threat to the safety of steel frames. The post-fire behavior of SSB has a significant influence on the structural integrity of steel frames, and neglecting the effect of temperature can lead to serious accidents in engineering. Therefore, it is important to evaluate the performance of SSB at elevated temperatures and their residual strength after a fire incident. To investigate the mechanical behavior of SSB after fire, 114 bolts with grades A4-70 and A4-80, manufactured from 316L austenitic stainless steel, were subjected to elevated temperatures ranging from 20℃ to 1200℃. Two different cooling methods commonly employed in engineering, namely cooling at ambient temperatures (air cooling) and cooling in water (water cooling), were used to cool the bolts. Tensile tests were performed to examine the influence of elevated temperatures and cooling methods on the mechanical behavior of SSB. The results indicate that the temperature does not significantly affect the Young's modulus and the ultimate strength of SSB. Up to 500℃, the yield strength increases with temperature, but this trend reverses when the temperature exceeds 500℃. In contrast, the ultimate strain shows the opposite trend. The strain hardening exponent is not significantly influenced by the temperature until it reaches 500℃. The cooling methods employed have an insignificant impact on the performance of SSB. When compared to high-strength bolts, 316L austenitic SSB demonstrate superior fire resistance. Design models for the post-fire mechanical behavior of 316L austenitic SSB, encompassing parameters such as the elasticity modulus, yield strength, ultimate strength, ultimate strain, and strain hardening exponent, are proposed, and a more precise stress-strain model is recommended to predict the mechanical behavior of 316L austenitic SSB after a fire incident.

• Journal of the Korean Society of School Health
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• v.5 no.2
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• pp.42-65
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• 1992

A survey was made of 976 students who were selected among students of 5 middle schools at Taegu so that it could furnish basic knowledge about sex education of adolescents by analyzing students recognition of sex, acquaintance with the opposite-sex, sex-education, The survery took a month from Nov. 1, to Nov 30, 1991. The results of this study are summarized as follows. 1. The general characteristics of the surveyed students. The survey consisted of 332 boys middle school student & 325 girls middle school students, 157 male & 162 female students of coeducational middle schools. 32.9% of them were from the first grade, 33.2% from the second grade & 33.9% from the third grade. 35.7% of them believed in Buddhism, 19% Christianism and the mode of their living standard, 86.7%, fell on 34.7% of their parents engaged in commerce and they were followed by salary man and public officals, 93.1 % of the students, parents were alive. 44.9% of their fathers were graduates of high school and 42.2% of their mothers middle school. 2. Sexual maturity 89.1 % of the surveyed girls had experienced menstruation. The mode of first menstruation, 48.2%, was at the age of 13 and the mean of it was 12.9, 3.7% the surveyed boys had exprienced a wet drem before. The mode of the first wet dream, 40.0%, was at the age of 14 and the mean was 13.4. 21.3% of surveyed students had the experience of masturbation but the number of girls fell far short of that boys. The mode of the first masturbation, 37.0%, was at the age of 14 and the mean was 13.4. 3. The acquaintance and sexual relations with the opposite sex 1) Analyzing the students actual conditions with the opposite, I found out that 52.3% of them wanted to have any kind of relations with the opposite and that 30.25 had already had some kind of relations. 73.2% of the students having relations with the opposite thought the other sex merely as a friend and the number of students who were thinking that way was distributed evenly among schools. 28.8% of the students had got acquainted with the other sex through their frieds and there were not much difference between boys and girls in the method of getting acquainated with the opposite. About 35.2% of the students having relations with the opposite came from the third grade. 47.8% of them answered that the meeting place was not fixed and 26.4% answered that they were meeting their parthers outdoors. 60.7% replyed that they were not disturbed in their studies by the relations with the other sex. 2) Most of the students 79.4%, answered that they had never had sexual relations and 16.3% of the rest said that thery were expressing their feelings by grasping each other's hand. 3) 16.6% of the surveyed students asid that they had the exprience of smoking, 1.1 % of an illusion caused by inhaling chemical addhesives, 44.0% of drinking and 41.4% of warching pornographic films. 4. The knowledge and attitude about the sex 1) The distribution and analysis according to schools and grades : 64.8% of the surveyed students answered correctly to the questions about mensturation, 49.3 % did so about wet dreams, 94.3 % did so about conception, 60.6% did so about child birth, 73.9% did so about AIDS and 50.1 % did so about sexual diseases. Roughly speaking, they had not much knowledge of sexual diseases. 2) The recognition of sex according to schools and grades : 39.0% of the students said that they had worries about sex. 33.1 % of what they worried was concerned with their bodies and 26.8% was about the acqaintance and relationship with the opposite sex. The girls were much more concerned about the former and the boys the latter. 51.1 % of the students asid that they had no specific opinion of masturbation but 19.2% said that's alright if self-restrained. About the sexual intercourse before marriage, 75.7% said negatively. 5. The need for sex education most of the students, 99.4% said they needed sex education and there was not much difference in that thought among schools. And 49.7% answered that schools, families, and societies were equlally important in sex education. About half of the students, exactly 50.2%. considered it as the main reason of sex education to prevent accidents cauesd by ignorance of sex. 81.4% said that they had had some kind of sex education. Most of the educations, 87.0%, had taken place at schools but 5.2% said they were getting most of the knowledge about sex from therir friednds, juniors and seniors. 59.5% of the students who had ever had a sex education said "Just so, so" when asked of the level of their contentment but the number of students who said "satisfied" was only a few, 16.1 %. 20.7% of the survered answered that thery wanted sex education to be made in the course of home life, and 26.6 % of the students most wanted to know about the acquaintance and relationship with the oppostie sex, 29.0% preferred nurse teachers as proper councellors of sex education. The mode of their present councellors, 42.0%, was friends but only 7.6% answered they dicussed with teachers. 6. The correlation analysis between general characteristcs and sexual behaviors of the surveyed students revealed that sex had a signigicant(P<0.001) positive correlation with parents' love toward students(P<0.01), the experience of masturbation, smoking, an illusion caused by inhaling chemical adhesives and the experience of watching pornographic films. And the standard of living had a significant(P<0.01) positive correlation(P<0.01) with grade point average, parents' existence(P<0.01) and parents' love, but a significant(P<0.01) negative correlation with sexual worries. grade point average had a significant(P<0.01)negative correlation with the experience of an illusion caused by chemical adhesives(P<0.01) and smoking. Parents' existence had significant(P<0.01) positive correlations with parents' love and smoking but a significant(P<0.01) negative correlation with the experience of an illusion by chemical adhesives. There was a significant(P<0.01) negative correlations between parents' love and the experience of an illusion by chemical adhesives, and a significant(P<0.001) positive correlation among masturbation and sexual worries, smoking, an illusion by chemical adhesives and the experience of watching pornographic films. There was a significant(P<0.001) positive correlation among acquaintance with the opposite sex, smoking, the experience of an illusion by chemical adhesives and watching pornographic films. Sexual worries had significant(P<0.01) positive correlations with smoking, the experience of an illusion by chemical adhesives and watching pornographic films. smoking had a significant positive correlation with drinking the experirence of, an illusion by chemical adhesives and watching pornographic films. Finally, there was a significant(P<0.01) positive correlation between the drinking experience and the illusion experience by chemical adhesives. According to the results mentioned above, the fact is certain that there is a great need for sex education of adolescents. Therefore, it is desirable that the schools teach sexual physiology and normal positively and that sex education including hygien education be an independant course in the curriculums. Furthermore, it is essential that the schools should have enough nurse teachers to take up sex education, expand training opportunities for them and that they develop educational materials. Considering the unbalance of the level of sex educations between boys and girls, I want to suggest that all boys and girls have sex education evenly and lead happy lives by correction irrational thought about sex, that is to say, sex discrimination, Sex education programs, especially of middle school students, should be reexamined if it is to give the students effective and profitable knowledge about sex. In addition, the government should establish a policy of adolescents' sex education to have healthy opinions of sex settled nationwide.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.37-60
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• 2007

This study has been historically reviewed the clothing and textiles education through references. The clothing and textiles education had been informally offered as a part of household skill, skill of daily life and home skill before the law of school education was established. Therefore, we have reviewed the changes in the clothing and textiles education by separating the prior period between the end of the old Korea and the liberation in 1945, from the later period from the liberation up to now. And also contents of clothing and textiles education between before and after the revision of the 7th curriculum were compared and analyzed. The clothing and textiles education had put emphasis on sewing, handicraft and household during the prior period from the end of the old Korea to the liberation, but after liberation, it became involved in Home Economics Education. The number of classes and the contents of clothing and textiles education had been increased and deepened from the 1st term to the 5th term of curriculum. In particular, the 4th and 5th term of curriculum became a turning point where home life section was intensified. Even though the number of classes was reduced during the 6th term of curriculum, with increase in target school grades for this education, and Home Economics in the middle school remained an independent subject matter. However, during the 7th term of curriculum, Technology-Home Economics Education in the middle school courses led to losing independent subject name and shrinking its contents. Through the revision in the 7th curriculum, the clothing and textiles education achieved great improvement and progress by gaining balance in distribution of contents among school grades and balance between theory and practice. However it still remains as an issue to be more studied and resolved how well the contents are matched with the interests and attention of students. We need to consider and reflect request of students under learner-centered curriculum. Considering enormous changes in the environment surrounding the clothing and textiles education, it is crystal clear that the gap between existing contents of education and teaching methods and our real life will be widened. Because students' perceptions of value have been diversified, it is our task to develop better contents and learning system in order to help students have interests, attention and desire in clothing and textiles life in line with social needs for desirable clothing and textiles education.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.255-275
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• 1997

This study was conducted to find out the effect of sexual education for knowledge and attitude toward sex are elementary school students. Therefore, the present study aims to understand the changes of the knowledge are the attitude toward sex before and after the sex education, in elementary school students and then finally to provide some basic data to suggest directions for sex education. The subjects were 500 male and female elementary students from the fifth and sixth grades of 4 public elementary schools in Pusan. The subjects were assigned to a experimental (250) and a control (250) group. The research tools were sex education program and consists of physiology(menache, ejaculation), psycological(pleasure of growth), sociological(hetero sexual relationship) are about set The sex education program was given to experimental group for 6 hours by the trained school nurse's lecture using slide film and OHP film. The data were obtained before and after the sex education. Data collection was done during the period betwen Feb. 3. 1997. to Feb. 20. 1997. The collected data were analyed using frequency, percentages, $X^2$-test, means, standard deviation, t-test, ANOVA, MANCOVA with SPSS program. The results were obtained as follows : 1. The first hypotheses attained that the experimental group(19.72) is higher than the control group(12.12) on the knowledge toward sex(F=467.30, P=.000). At the physical area, the experimental group(8.84) is higher than the control group(3.96) (F=687.39, P=.000). At the psychological area the experimental group (5.18) is higher than the control group(2.63) (F=411.66, P=.000). At the social area, the experimental group (5.70) is higher than the control group (5.54), this is not significant difference (F=.67, P=.413). 2. The second hypotheses attained that the experimental group(60.42) is higher than the control group(52.48) on the attitude toward sex(F=215.70, P=.000). At the physical area, the experimental group(23.10) is higher than the control group(20.68) (F=128.68, P=.000), At the psychological area, the experimental group(20.11) is higher than the control group(16.40) (F=108.64, P=.000). At the social area, the experimental group(17.22) is higher than the control group(16.00), this is area are significant differences (F=70.37, P=.000). 3. Knowledge toward sex according to sex, religon, atmosphere of family, mother age and educational background are significant differance (P<0.05). Attitude toward sex according to sex is significant differance (P<0.05).