• 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.

• Asian-Australasian Journal of Animal Sciences
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• v.15 no.1
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• pp.124-136
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• 2002

As an official journal of the Asian-Australasian Association of Animal Production Societies (AAAP), the Asian-Australasian Journal of Animal Sciences (AJAS) was born in February 1987 and the first issue (Volume 1, Number 1) was published in March 1988 under the Editorship of Professor In K. Han (Korea). By the end of 2001, a total of 84 issues in 14 volumes and 1,761 papers in 11,462 pages had been published. In addition to these 14 volumes, a special issue entitled "Recent Advances in Animal Nutrition" (April, 2000) and 3 supplements entitled "Proceedings of the 9th AAAP Animal Science Congress" (July, 2000) were also published. Publication frequency has steadily increased from 4 issues in 1988, to 6 issues in 1997 and to 12 issues in 2000. The total number of pages per volume and the number of original or review papers published also increased. Some significant milestones in the history of the AJAS include that (1) it became a Science Citation Index (SCI) journal in 1997, (2) the impact factor of the journal improved from 0.257 in 1999 to 0.446 in 2000, (3) it became a monthly journal (12 issues per volume) in 2000, (4) it adopted an English editing system in 1999, and (5) it has been covered in "Current Contents/Agriculture, Biology and Environmental Science since 2000. The AJAS is subscribed by 842 individuals or institutions. Annual subscription fees of US$ 50 (Category B) or US$ 70 (Category A) for individuals and US$ 70 (Category B) or US$ 120 (Category A) for institutions are much less than the actual production costs of US$ 130. A list of the 1,761 papers published in AJAS, listed according to subject area, may be found in the AJAS homepage (http://www.ajas.snu.ac.kr) and a very well prepared "Editorial Policy with Guide for Authors" is available in the Appendix of this paper. With regard to the submission status of manuscripts from AAAP member countries, India (235), Korea (235) and Japan (198) have submitted the most manuscripts. On the other hand, Mongolia, Nepal, and Papua New Guinea have never submitted any articles. The average time required from submission of a manuscript to printing in the AJAS has been reduced from 11 months in 1997-2000 to 7.8 months in 2001. The average rejection rate of manuscripts was 35.3%, a percentage slightly higher than most leading animal science journals. The total number of scientific papers published in the AJAS by AAAP member countries during a 14-year period (1988-2001) was 1,333 papers (75.7%) and that by non- AAAP member countries was 428 papers (24.3%). Japanese animal scientists have published the largest number of papers (397), followed by Korea (275), India (160), Bangladesh (111), Pakistan (85), Australia (71), Malaysia (59), China (53), Thailand (53), and Indonesia (34). It is regrettable that the Philippines (15), Vietnam (10), New Zealand (8), Nepal (2), Mongolia (0) and Papua New Guinea (0) have not actively participated in publishing papers in the AJAS. It is also interesting to note that the top 5 countries (Bangladesh, India, Japan, Korea and Pakistan) have published 1,028 papers in total indicating 77% of the total papers being published by AAAP animal scientists from Vol. 1 to 14 of the AJAS. The largest number of papers were published in the ruminant nutrition section (591 papers-44.3%), followed by the non-ruminant nutrition section (251 papers-18.8%), the animal reproduction section (153 papers-11.5%) and the animal breeding section (115 papers-8.6%). The largest portion of AJAS manuscripts was reviewed by Korean editors (44.3%), followed by Japanese editors (18.1%), Australian editors (6.0%) and Chinese editors (5.6%). Editors from the rest of the AAAP member countries have reviewed slightly less than 5% of the total AJAS manuscripts. It was regrettably noticed that editorial members representing Nepal (66.7%), Mongolia (50.0%), India (35.7%), Pakistan (25.0%), Papua New Guinea (25.0%), Malaysia (22.8%) and New Zealand (21.5%) have failed to return many of the manuscripts requested to be reviewed by the Editor-in-Chief. Financial records show that Korea has contributed the largest portion of production costs (68.5%), followed by Japan (17.3%), China (8.3%), and Australia (3.5%). It was found that 6 AAAP member countries have contributed less than 1% of the total production costs (Bangladesh, India, Indonesia, Malaysia, Papua New Guinea and Thailand), and another 6 AAAP member countries (Mongolia, Nepal and Pakistan, Philippine and Vietnam) have never provided any financial contribution in the form of subscriptions, page charges or reprints. It should be pointed out that most AAAP member countries have published more papers than their financial input with the exception of Korea and China. For example, Japan has published 29.8% of the total papers published in AJAS by AAAP member countries. However, Japan has contributed only 17.3% of total income. Similar trends could also be found in the case of Australia, Bangladesh, India, Indonesia, Malaysia and Thailand. A total of 12 Asian young animal scientists (under 40 years of age) have been awarded the AJAS-Purina Outstanding Research Award which was initiated in 1990 with a donation of US$ 2,000-3,000 by Mr. K. Y. Kim, President of Agribrands Purina Korea Inc. In order to improve the impact factor (citation frequency) and the financial structure of the AJAS, (1) submission of more manuscripts of good quality should be encouraged, (2) subscription rate of all AAAP member countries, especially Category B member countries should be dramatically increased, (3) a page charge policy and reprint ordering system should be applied to all AAAP member countries, and (4) all AAAP countries, especially Category A member countries should share more of the financial burden (advertisement revenue or support from public or private sector).

• Journal of radiological science and technology
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• v.7 no.1
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• pp.3-11
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• 1984

The major findings of this investigation on radiographic works in 125 medical institutions around Seoul and Kyung-Ki area, from March 1983 to February 1984, are summarized as follows. 1. The number of references provided on radiographic techniques were 3 to 5 in general hospitals (52.1%), in hospitals (58.5%), and clinics (44.5%), and only the 10.4% of general hospitals had 11 or more. 2. The relatively high percentages of 75.0% of general hospitals and 68.3% of hospitals have established the standardized radiographic methods for regions examined, but most clinics (61.1%) have not. 3. As a log system for the radiographic request, the method of "routine study, or all the x-ray examinations are marked as 0 on a printed form" was most commonly used by general hospitals (62.5%) and hospitals (51.2%), and "the doctors employ their own methods" in most clinics (44.6%). 4. In the 85.4% of general hospitals, the 68.3% of hospitals and the 38.9% of clinics, the data such as diagnosis, clinic history, purpose of x-ray examination were recorded on a radiographic request at all times, or at least in part. 5. On a scale of hardness and easiness of order of doctors, the greatest response was "fairly easy to understand", and the 37.5% of general hospitals responded as "sometimes hard". 6. In determining the standards for radiographic factors, the general hospitals (62.5%) and hospitals (65.9%) adapted mostly "a departmental check list", and the clinics (61.1%) used mainly "a personal decision". 7. In using the immobilizing devices, angligner, and radiographic accessories, the Percentages were high in general hospitals and hospitals on the one hand, and were low in clinics on the other. 8. A consideration with regard to the devices for an improvement of examination of the same patients was totally ignored by the 50.0% of clinics, the 26.8% of hospitals and the 20.8% of general hospitals. 9. The causes of re-examination were due largely to patients (33.6%), and followed proportionately by incorrect exposure (22.8%), errors in positioning (22.0%), film processing faults (9.2%), conditions of x-ray equipments (8.8%), and quality of x-ray films (3.6%). 10. The conference on radiography was conducted regularly or irregularly by the 87.5% of general hospitals, the 56.1% of hospitals, and the 27.7% of clinics, and the meeting was proceeded only by radiologic technologists.

• Journal of East-West Nursing Research
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• v.5 no.1
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• pp.120-126
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• 2000

This study was intended to grasp the history of nursing education from the beginning to the present in Korea, and grip and look-out current diversified systems of nursing education on basis of February, 2000 through literatural review and investigation by close telephone interviews. The basic nursing educational institutions in the whole country were total 113, namely, 3 years course, 65 junior colleges of nursing, and 4 years course, 48 colleges of nursing. And there were 3 types of continuing nursing educational system: two of three were transferring to another college for gain bachelor's degree in nursing; RN-BSN programs and university of broadcasting, and the other was the system of independent learning and then examination for BSN. Total nursing graduates from junior college of nursing courses and college of nursing courses were 7,564 on February, 1999. In general graduate school, the number of master courses were 21 and Ph.D courses were 13. And the number of special graduate schools were 21, i.e., graduate school of education were 7, graduate school of administration were 2, graduate school of public health were 11 and graduate school of industry was 1. As the perspective on nursing education, we overviewed changing nursing organizational environment, increasing the system of continuing education, making standards in nursing education and systemization of nursing educational accreditation, specialization of nursing, information system in nursing education and education of graduate school. The summary of the above overviewed subjects were as follows; Every nursing educational institution needed to educate by educational criteria and standard and characteristically run BSN and graduate courses. Specialization in nursing has to develop more and more, therefore advanced education and law should be prepared appropriately. According to the age's and social needs, we have to establish counter-plan for fundamental educational environment. We have to sensitive to rapidly changing information in the era of globalization. In the level of university education, each university needs characterization of educational objectives, goals and contents, and has to replace the shortage of the number of professor. And the regulation of thesis and dissertation examinations need to be reinforced. Education in nursing should consists with specialization. Collaboration among universities will bring efficiency in the nursing education.

• The Korean Journal of Archival Studies
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• no.64
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• pp.119-155
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• 2020

The records management system in Korea has a short history of about 20 years. However, the system is relatively stable. This compressed development has been mainly in public records. This is because the laws and regulations related to private records management were insufficient. Fortunately, Two local permanent records management institutions have recently been established. Therefore, interest in the management of local records has been growing. The Management of private records is an important part of the management of local records. The collection of private records is based on ordinances established by local governments. This study aims to analyze the ordinances of local governments, which are the legal basis for the collection and management of private records. The subject of analysis is the ordinance related to the management of private records that are currently established in Korea. The progress of the study analyzed the current state of the ordinance, the background of the ordinance, and the contents of the ordinance regarding the management of private records. The results of this study can be used as basic research for reference in the enactment of the ordinances related to the management of private records in the future since the ordinances for collecting and managing private records in Korea targets.

• (The) Research of the performance art and culture
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• no.40
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• pp.111-136
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• 2020

Agricultural high schools are undergoing a change their name from the mid-1950s to the 2000s. Although it varies slightly depending on the case, it has been changed from 'rural forests' to 'agricultural farms' or 'agricultural industries' and 'life sciences high schools' in turn. In several aricultural high schools had managed Nongak Department(class), it's guarantees the continuity of Korea's traditional folk art. Examples include entertainment and farming in Honam region of Jeonju aricultural high School in North Jeolla Province, Geumsan aricultural high School in South Chungcheong Province, Gimcheon aricultural high School in North Gyeongsang Province. Therefore, the interpretation and significance of studies should follow. This method of Nongak education in modern school institutions is a new phenomenon in the history of Nongak after modern time, the emergence of a whole new pattern of professional entertainment Nongak after paving and Female-Nongak, as well as local traditional folk music. Education here was conducted in such a way that the best performers of the time were invited as guidance teachers among traditional folk artists. Thus, various local and professional music and entertainment were able to be promoted Apart from the social relations of delay, social progress, and economy, the education of farming and music, which consists of teachers and students in public schools, has provided an environment where unlimited freedom is allowed for art forms. In other words, the conditions for a new performance style experiment and creative fusion were met, and the foundation for the development of professional musical performers who had acquired individualized talents from previous generations was laid down in the context of the phenomenon of active stage music and theater performance of outstanding in the culture of Nongak. In other words, the Department of Agriculture and aricultural high school was a very free space compared to other communities' and economic community's agricultural music in social relationships bound by traditional cultural customs. This is why they have created a new style of performance through a new experiment and a different traditional performance repertoire, and their activities have led to a more stylistic expansion from traditional farming. More importantly, the figures who came across Agricultural Nongak department became the main experts of traditional Korean folk music nowdays. Thus, Nongak Department, operated by the Agriculture and Forestry High School, was a space where would give a very important meaning in terms of Nongak history.

• Journal of the Korean association of regional geographers
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• v.11 no.3
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• pp.381-394
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• 2005

There is a little agreement about the characteristics of the company town proposed by the Federation of the Korean Industries(FKI). So the purpose of this study is to figure out the FKI's company town, It is begun with the history and the characteristics of the Western company town and the company town of Japanese type. The process of the company town issue from the first proposal of the FKI is examined. Particularly, the definitions, the examples and the expected effects of the company town in the reports supporting the FKI's proposal are explored. Western company town could be characterized by the economic simplicity and the important role of single firm for supply of jobs, houses, etc. In the light of the results of this study, the FKI's company town was based on the western company town especially in definition, influenced by the company town of Japanese type and then identified with industrial clusters. Consequently there is some disaccordance among the definitions, the examples and the expected effects of the FKI's company town. Giving shape to the FKI's company town project in desirable way, it should be developed in small scale at first, with many related enterprises and public institutions to meet their spatial demand and in related with the other new town projects, for example, future innovative city and innovative cluster.

• Journal of Conservation Science
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• v.33 no.6
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• pp.541-552
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• 2017

All excavated "buried cultural properties" are supervised by the Cultural Heritage Administration that decides whether to conserve them or not, depending on the necessity for conservation. Currently, there is no legal regulation concerning the administration of relics (including artifacts) and remains (including archaeological sites) that are relocated and restored based on such conservation decisions. Thus, administration of these cultural properties is inadequate. Under these circumstances, this paper recommends the current state of conservation and conservation methods for buried cultural properties excavated at Chungcheongnam-do thus far. Conservation of buried cultural properties excavated at Chungcheongnam-do primarily employ the "relocating and restoration" method; 23 relics and 46 remains employed relocation after dismantling and soil layer transcription method. Moreover, 27 remains were relocated after dismantling and 14 remains employed the transcription method. In terms of area, Buyeo-gun and Gongju-si had 12 relics accounting for about 50%, while according to the period, Baekjae period had 16 relics, accounting for about 70%. In terms of conservation facility, open-air facility had 33 relics, accounting for about 72%. Results of investigating the state of relics' management indicated that public institutions like a museum with a recognizable management system had their own work force and consequently ensured excellent conservation, whereas if there were no apparent responsible bodies, remains were subjected to considerable damage due to mismanagement. Therefore, this problem can be resolved by identifying a recognizable management body as well as ensuring periodical management and supervision. The excavated buried cultural properties are utilized not only for academic purposes, but also for PR or as exhibition material. Hence, this study confirms that meticulous management of buried cultural properties is currently required.

• The Korean Journal of Financial Management
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• v.20 no.1
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• pp.29-60
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• 2003

This study investigates the certification role by the types of venture capitalists in KOSDAQ IPOs. The sample covers 88 venture companies listed on KOSDAQ from January, 1997 to December, 2001. The major results are as follows. Firstly, IPOs of firms backed by New Technology Business Investment Companies are less underpriced than those of firms backed by Small Business Investment Companies. The underpricing difference between two groups is statistically significant. This sheds light on the evidence of the certification role of venture capitalist in KOSDAQ IPOs market. Secondly, our result also attests the certification role by the types of venture capitalists among Small Business Investment Company. IPOs backed by yen拉re capitalists of financial institutions are less underpriced than those backed by venture capitalists of individual wealthy investors. The underpricing difference between two groups is statistically significant. Finally, underpricing of New Technology Business Investment Company-backed IPOs is less than that of Small Business Investment Company-backed IPOs. In addition, we found that the size of underpricing is affected by business history, sub-scription ratio, and total assets prior to registration.

• Korean Journal of Social Welfare
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• v.65 no.2
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• pp.255-285
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• 2013

The aim of this study is to demonstrate how Self-Sufficiency Promotion Centers (SSP Centers) run by social movement groups have struggled to defend their voluntary identities in conflict with SSP Centers operated by professional social welfare centers. Since political democratization, social movement groups have been increasing invited to run frontline public welfare agencies in South Korea, and Self-Sufficiency Program is one of the representative policies in which social movement groups have actively partaked. But many critical scholars have warned that such institutionalization of social movements into social welfare system is likely to dampen their voluntary nature and force them to render their hegemonic power to professional social welfare institutions. In contrast to the critical viewpoint, however, this study unveils how social movement-based SSP Centers have strived to tackle the professionalization pressure by deploying various survival strategies at the micro level. Through a historical discourse analysis on the frontline conflicts between social movement-based and social welfare-based SSP Centers, this study contends that social movement groups in Self-Sufficiency Program can still maintain their traditional spirit despite the obvious professionalization phenomenon.