• Journal of the Korean Society of Costume
• /
• v.50 no.7
• /
• pp.33-46
• /
• 2000

Uniform is the dress of distinctive design or fashion worn by members of a particular group or serving as a means of identification. The postman's uniform of Ministry of Communication should be distinctive or characteristic clothing to provide high functionality and symbolization of job characteristics, cost effectiveness and esthetic. In order to design the postman's new uniform available in 2000, there has been a satisfaction survey to 1,116 postmen. A thorough analysis of survey and informal and face-to-face discussion with postmen give the direction of design concept. One of the most important things in the design concept is to make the uniform high quality & refinement. The style is a refined jumper suit in consideration of form stability, wearing satisfaction, convenience in activity. The basic colors selected are navy and medium gray. The colors of jumper are MOC red ; C.I color Green : a representative color of youth, white : a symbolic color of bright future. All three colors are plaid on a basic nary color. In the selection of the textile, synthetic fiber (Polyester 65%, rayon 35%) equipped with UV cutting as well as water resistance etc. was recommended. In the uniform design process, the effective communication with user (postman) is critical to find the requirements and needs of uniform user (postman). Also. the uniform designer should reflect the above four key factors in design development. Therefore, the uniform should provide the user with high job performance and job pride in wearing the uniform.

• Research in Community and Public Health Nursing
• /
• v.27 no.1
• /
• pp.9-20
• /
• 2016

Purpose: The purpose of this study was to survey the current status of mental health education and need for mental health education enhancing protective factors in the elementary schools. Methods: We surveyed 10 school health teachers and 328 fifth- and sixth-grade students using 19- and 20-item questionnaires, respectively. Results: All of the teachers and 65.2% of the students replied that they were either teaching or being taught mental health in school. Topics covered suicide, depression, school violence, and Internet addiction. All of the teachers and 84.1% of the students expressed the need for mental health education enhancing protective factors in school. Both groups replied that two sessions are enough. The teachers preferred role play and discussion as teaching methods, and audiovisual materials and computer as instructional media. The students preferred lecture and role play as teaching methods, and audiovisual materials and smartphone as instructional media. Both groups ranked self-esteem, parent-child relationship, peer relationship, and emotional regulation as the most important topics to be covered in the education. Conclusion: There is a high demand for mental health education enhancing protective factors. Therefore, it is recommended to develop educational programs enhancing protective factors by enabling formal and informal learning using smartphone.

• Korean Medical Education Review
• /
• v.10 no.1
• /
• pp.19-33
• /
• 2008

Purpose: This study is purposed to analyze the curriculum on medical humanity and social science in foreign medical schools. The Main topics are classified into three parts: the characteristics of American medical humanity and social science curriculum: understanding of medical humanity and social science in medical school in USA, UK, and Australia: standard recommendations on medical ethics and professionalism in curriculum design. Methods: The literature reviews and on-line searching were conducted to collect the information and data on medical humanity and social science in foreign medical schools, 9 medical schools were selected in terms of reputations in USA, UK, and Australia. Results: First, American medical humanity and social science curriculum have changed, especially from cores to electives, from informal to formal and from subjects to interdisciplinary. In addition. teaching methods have changed into small-group discussion and teaching materials into various sources, such as essays, poetry, films and so forth. Second, most medical schools had their own unique curriculum adjusted to their academic traditions. Especially, curriculum of UK and Australia were more integrated than those of USA. Finally, it is recommended that standards of medical ethics and professionalism have to be considered in curriculum design. Conclusion: It is suggested that medical humanity and social science curriculum be designed closely connecting with clinical medicine.

• Journal of Korean Academy of Nursing
• /
• v.24 no.2
• /
• pp.264-277
• /
• 1994

In Korea the concept of social support was first used as a research concept in nursing and has not had much application in the clinical field. Another problem is that research on social support has used a direct translation of the words “social support” into Korean as “sawhejuk jiji”. Three questions were posed to direct the re-search. 1) Is there a concept of social support in Korean society? 2) if so, what words or expressions are used to de-scribe it? 3) further, if so, how is social support structured and how does it function? In order to answer the research questions a three-step research methodology was used : The first step consisted of a literature review on re-search related to social support and on information on the background of, and the way of thinking re-lated to interpersonal relations among Korean people. The second step, which was done to identify whether there is a concept of social support in korean society, involved interviewing a sample of the population. The third step involved a panel discussion that included the members of the research team and three consultants, a sociologist, a philosopher and a scholor in korean literature. A review of the literature on interpersonal relationships in traditional korean society identified a four cirole structure that explains interpersonal relationships. The first circle with “me” at the center is the family but here “me” disappears into the “we” that is essential for a cooperative agricultural society. In the second circle are those close to “me” but outside the family. The third circle includes those with whom “I ” have infrequent but regular contact and with whom correct conduct is important. The last circle is all the people with whom “I” have nothing in common. They are excluded in interpersonal relationships. The literature on interpersonal relationships showed that within the traditional Korean society people lived in villages where most people were very familiar with each other. “Yun”, the social network established the connection and “Jung”, the feeling of affection increased with time as the connection was strengthened. In the traditional village psychological support was provided through “Mallaniki”, “Pumashi” and “Kae” with the latter two also providing material support. In modern Korea there are more informal and formal social networks, like social services and community activities on the formal level and cultural and leisure groups along with “kae’s on the informal level. But even with this modern variety of groups, most social support comes from informal networks that resemble the traditiorlal “Pumashi”, “Kai” md “Mallaniki”. The six member research team interviewed 65 people in order to identify whether there is a concept of social support and then analysed their responses. There were 20 different words describing the reception of the social support and these could be grouped into seven major categories : virtuous, fortunate, helped, supported, blessed, attached(receiving affection) and receiving (grace) benevolence. there were 27 words describing the act of social support which could be categorized into seven major categories : love, looking after, affection(attachment), kindness(goodness), faith, psychological help and material help. for the meaning of social support translated as “sawhe juk jiji” there were a total of 14 different answers which could be categorized into 3 major categories : help, agreement, and faith. In third step, the results of the literature review and the answers to the questions were discussed in a pannel. The results of the discussion led to the following definition of social support in Korea which is shaped like a the four sided pyramid on a base. Social support is the apex of the pyramid and four sides are made up of : “do-oom” (both emotional and material help), “jung” (connectedness, or relationship bound by affection, regard or shared common experience ), “midum” (faith or belief in), “eunhae” (kindness or benevolence). The research team identified “Yun”( the basic network of relationships) as the base of the pyramid and as such the foundation for the components of social support in Korean culture. On “Yun” rest the other four components of social support : “Jung”, “Midum”, “Do-oom”, and “Eunhae”, For social support to take place there must be “Yun”. This is an important factor in social support. In private social network “Jung” is an essential factor in social support. But not in the public social network. “Yun” is a condition for “Jung” and “Jung” is the manifestation of support.

• Journal of the Korean earth science society
• /
• v.31 no.7
• /
• pp.772-784
• /
• 2010

'Science festival' is an annual public event featuring a variety of science- and technology-related workshops and live demonstrations of experiments by student presenters. This study was to explore the student presenters' and student visitors' perceptions of the science festival. The subjects were 323 student presenters who managed laboratory booths and 495 student visitors who attended the festival for six days. We developed a questionnaire based on the modified items of ones both from Ahn & Park (2009) and Lee et al. (2010). Data included students' participation backgrounds, differences of their perceptions about the educational effects according to participation types and school levels, and student presenters' perceptions of scientific inquiry that they had through the preparation of the festival. Findings suggested that student presenters perceived their experience of preparing for the festival as meaningful scientific inquiry process such as asking and solving problems. Based on the results, discussion and implications for communitybased programs as an informal science education were presented.

• Communications of Mathematical Education
• /
• v.28 no.2
• /
• pp.255-279
• /
• 2014

This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In this study, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests in Korea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were interviewed formally before and after conducting the experiment and interviewed informally two times, and the recordings were audio-typed.

• Korean Educational Research Journal
• /
• v.41 no.1
• /
• pp.59-79
• /
• 2020

Men learning has no fixed route. In other words, any route can be taken, which can also be seen in the structure of other "complex systems" discussed in modern society. It can also be examined through Yang's long-standing classic, The Book of Changes Men learning itself started from informal learning to become today's formal learning. As we look at the stages of human civilization's progress, we can quickly discover these stages of development. The issue of human beings has always been a topic of discussion, and these discussions are ongoing. Men learn through language and tools, technology and culture, and through philosophy, art, and religion to deal with their complex and diverse mental world. Through these various activities, learning is accomplished. This is not limited to the physical processes of one generation learning through inheriting knowledge; men's learning, a kind of mental process, has extended our life. This is why there is no other reason that men's minds and learning are always developing. This study is about how to learn in a complex and diversified modern society and to find out how to coexist with the principles of the "complex system" and The Book of Changes.

• Korean Journal of Social Welfare
• /
• v.62 no.4
• /
• pp.79-102
• /
• 2010

This paper aims to analyse the recent changes in social welfare services from a relational perspective. Discourses of the privatization of welfare state, the welfare mix approach, and consumerism have provided frames for interpreting the changes in social services in Korea. The nature of social welfare services, being a "relational goods" requires its focus to be in its relational aspects: the relation between service user and service practitioner; the relation between service user and provider; the relation between service user and government; the relation between service practitioner and provider; the relation between service practitioner and government; and the relation between service provider and government. Analysis of such relations will explore their transformation toward formalness and equality in social welfare services. In conclude, the study reveals a process of modernization, defined as a transition from informal relations to formal contractual relations, based on one's rights, responsibilities and obligations. Previous relations, of paternalistic, arbitrary and hierarchical characteristics, can be seen as being substituted by more formal, institutionalized and equalized relations. In terms of service purchasing contract between service user and service provider and employment contract between service provider and service worker are recognized with the latter characteristics. This relational analysis leads a discussion concerning the creation of institutional basis of one's rights and responsibilities in the fields of social welfare services in Korea.

• School Mathematics
• /
• v.18 no.4
• /
• pp.773-791
• /
• 2016

Teacher noticing ability has been considered as one of important elements influencing a quality of teaching. Noticing is closely related to teachers' in the moment decision making in a class, and teachers notice things as they create and interact with their classroom setting. Mathematics teachers as an expert should notice students' mathematics learning during a class. The aim of this study was to analyze how mathematics teacher's pre-noticing activity that the teacher anticipated students' typical strategies and difficulties in learning targeted mathematics knowledge and prepared appropriate responses worked in practice. As a result, the teacher conducted three types of noticing in her classes: noticing shaping students' understanding by using students' misconceptions or errors; noticing creating students' learning opportunities based on their prior knowledge; noticing improving students' informal reasoning. This study concluded with discussion about the positive effect of teacher's pre-noticing activity on her actual noticing in practice, as well as implications for teacher education.

• School Mathematics
• /
• v.1 no.2
• /
• pp.637-660
• /
• 1999

Although ‘to understand mathematics’ is an important educational purpose, most student do not have a relational understanding of the basic concept of mathematics but have a instrumental understanding. This paper will investigate the possibility of using computers for enhancing relational understanding. In the ‘Qualitative case study’, three students who are in the first grade at E-High school took part in 7 activities during four weeks, and were later interviewed and engaged in informal discussion and were observed. This is the result of this study. 1. The three students were passive participants in mathematics problem solving situation at school. Therefore, student B just applied formulas which she had memorized, and student C would forgot the formulas occasionally. These common students needed to participate actively in doing mathematics. 2. The activities utilized two software healing with connection between graphs and function, giving the students the opportunity to plan, practice, and test by themselves. As a result, they understood the mathematical formulas and rules more deeply through their own trial and error, and then they gained thinking abilities necessary for doing mathematics. In addition, the activities boosted their confidence. 3. The understanding type of students was slightly different. Student A who received a high score, understood the most relationally, but student B who received a very high score, understood instrumentally and so couldn't app1y her knowledge to solving problems related to function concept. Student C who received a middle score lacked knowledge of mathematics but thought more creatively. The result is that students need an opportunity to think rotationally regardless of score. Therefore, this study concludes that using computer software will provide a positive effect for relational understanding in loaming function concept.