• Journal of the Korean Applied Science and Technology
• /
• v.37 no.5
• /
• pp.1366-1377
• /
• 2020

The purpose of this study was to confirm the effect of the Havruta-based teaching and learning method on the academic self-efficacy, critical thinking tendency, learning satisfaction, and academic stress of nursing students. This study was conducted with 90 2nd graders of nursing department with one-group pretest-posttest design. The Havruta-based instructional design consists of five stages: the 1 stage is the pre-learning stage, the 2 stage is the introduction and development stage, the 3 stage is the organization of the class content, the 4 stage is the question and teaching stage, and the 5 stage is organized and integrated. Four weeks of Havruta-based teaching and learning method was applied. The data were analyzed by SPSS 25.0. The general characteristics of the subjects were frequency and percentage, and The dependent variable for measuring the effect of experimental treatment was analyzed by paired t-test. As a result of the study, the application of the Havruta-based teaching and learning method showed statistically significant results on academic self-efficacy(t=-3.711, p<.000), learning satisfaction(t=-2.580, p=.012), and academic stress(t=6.500, p<.000). The Havruta-based teaching and learning method has been confirmed to be an effective teaching method that increases the subject's academic self-efficacy, learning satisfaction, and lowers academic stress, so it can be applied to other major subjects in the future.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.8
• /
• pp.508-516
• /
• 2016

This study was conducted to investigate the fitness of major courses according to the development and application of new curricula based on the NCS (National Competency Standards) of health-related departments at junior colleges. To accomplish this, 300 students of the health-related departments at junior colleges were surveyed from March 11 to March 30, 2016. The overall findings showed that their awareness of NCS, intent of integration and understanding of curriculum contents had a significant effect on the fitness for linkage and combination with existing education. Competency unit elements based on the newly developed NCS (job, work, qualification and training standardization of major courses) were linked with existing education. And students - who accept this - are rapidly assimilated into the new curriculum contents. In particular, they have a high understanding of the integrated development of standardized curricula between three major departments, unlike existing textbooks. In conclusion, the high perception and understanding of knowledge integration education are expected to have a positive effect on healthcare education, establishing an early health-related NCS system in the future, and improving site fitness for development of the contents of NCS.

• Journal of Korea Spatial Information System Society
• /
• v.7 no.3 s.15
• /
• pp.119-130
• /
• 2005

A spatial data warehouse is a system that stores geographical information as a subject oriented, integrated, time-variant, non-volatile collection for efficiently supporting decision. This system consists of a builder and a spatial data warehouse server. A spatial data warehouse server suspends user services, stores transferred data in the data repository and constructs index using stored data for short response time. Existing methods that construct index are bulk-insertion and index transfer methods. The Bulk-insertion method has high clustering cost for constructing index and searching cost. The Index transfer method has improper for the index reconstruction method of a spatial data warehouse where periodic source data are inserted. In this paper, the efficient index reconstruction method using a partial index in a spatial data warehouse is proposed. This method is an efficient reconstruction method that transfers a partial index and stores a partial index with expecting physical location. This method clusters a spatial data making it suitable to construct index and change treated clusters to a partial index and transfers pages that store a partial index. A spatial data warehouse server reserves sequent physical space of a disk and stores a partial index in the reserved space. Through inserting a partial index into constructed index in a spatial data warehouse server, searching, splitting, remodifing costs are reduced to the minimum.

• Journal of the Korean Society for Library and Information Science
• /
• v.43 no.2
• /
• pp.5-28
• /
• 2009

The purpose of this study is to investigate the use of the electronic information resources of humanities scholars in Korea and propose the planning of academic library and information services to serve their needs. To collect data, a postal survey was conducted during the period of November 2007 through January 2008. Out of 799 humanities scholars sampled from 25 universities, 132 responded with a completion rate of 16%. The major findings of this study are as follows: Firstly, the majority of humanities scholars distribute their time equally between research and education, and conduct independent research. Secondly, they use, to a certain degree, electronic information resources largely in text format, and depend upon the electronic collection of their academic libraries. Thirdly, with the exception of a couple of sources of electronic journal resources, the electronic resources that these humanities scholars regularly use vary so widely that none could be considered to be a common resource. Fourthly, they value the convenience of accessing and using electronic resources, but worry about the quality and scope of the contents. It is suggested that academic libraries (1) become the gateway for the electronic information that is available both inside and outside the library, (2) provide integrated search feature for and a 'single sign on' access to electronic resources, and (3) plan customized user education for specific subject fields in the humanities.

• Journal of Oriental Neuropsychiatry
• /
• v.31 no.3
• /
• pp.197-211
• /
• 2020

Objectives: The purpose of this study was to introduce the progress of treatment and improve clinical use after conducting Mentalizing the Rooms of Mind, the main technique of Mindfulness & Loving Beingness psychotherapy, for a patient with panic disorder. Methods: We conducted a Mentalizing the Rooms of Mind for 10 sessions on an age 23 female diagnosed with panic disorder based on the DSM-5 diagnostic criteria. After receiving consent from the subject, through chart review, the progress of treatment was observed focusing on the MMPI-2 and CSEI-s (The Core Seven Emotions Inventory-short form) conducted pre- and post-treatment. This study was approved by the Institutional Review Board of Wonkwang University Sanbon Hospital (WMCSB202007-55). Results: 1. The MMPI-2 clinical scales of an age 23 female with panic disorder showed a 7 (Pt)-1 (Hs)-3 (Hy) profile pre-treatment, but for post-treatment, the scale showed 1 (Hs)-3 (Hy) profile, and the 7 (Pt) scale showed significant decline. In the MMPI-2 reconstructed clinical scales, RC7 (Dysfunctional Negative Emotions) and RC8 (Aberrant Experiences) showed significant decline. 2. In the pre- and post-treatment MMPI-2 content scales, Anxiety, Fears, Obsessiveness, Social Discomfort, and Work Interference scores decreased, showing overall positive stability. On the MMPI-2 supplementary scales, the Anxiety and Post-Traumatic Stress Disorder scores decreased, and the Ego Strength increased, resulting in improved overall psychological adaptation. 3. Pre- and post-treatment of an age 23 female with panic disorder, CSEI-s showed significant decline of 恐, 驚, 悲, and 思. So it seems that the emotions caused by Chiljeongsang (七情傷) were more stable than before treatment. Conclusions: As shown above, the treatment of panic disorder through Mentalizing the Rooms of Mind, a major technique of Mindfulness & Loving Beingness psychotherapy, showed positive changes in MMPI-2 as well as improvement of the subjective symptoms. Thus, Mentalizing the Rooms of Mind has high clinical use, and it seems that it is necessary to create a manual for this in the future.

• Journal of the Korean association of regional geographers
• /
• v.18 no.2
• /
• pp.232-251
• /
• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.

• School Mathematics
• /
• v.5 no.2
• /
• pp.259-273
• /
• 2003

A fraction is one of the most important concepts that students have to learn in elementary school. But it is a challenge for students to understand fraction concept because of its conceptual complexity. The focus of fraction learning is understanding the concept. Then the problem is how we can facilitate the conceptual understanding and estimate it. In this study, Moore's concept understanding scheme(concept definition, concept image, concept usage) was adopted as an theoretical framework to investigate students' fraction understanding. The questions of this study were a) what concept image do students have\ulcorner b) How well do students solve fraction problems\ulcorner c) How do students use fraction concept to generate fraction word problem\ulcorner By analyzing the data gathered from three elementary school, several conclusion was drawn. 1) The students' concept image of fraction is restricted to part-whole sub-construct. So is students' fraction understanding. 2) Students can solve part-whole fraction problems well but others less. This also imply that students' fraction understanding is partial. 3) Half of the subject(N=98) cannot pose problems that involve fraction and fraction operation. And some succeeded applied the concept mistakenly. To understand fraction, various fraction subconstructs have to be integrated as whole one. To facilitate this integration, fraction program should focus on unit, partitioning and quantity. This may be achieved by following activities: * Building on informal knowledge of fraction * Focusing on meaning other than symbol * Various partitioning activities * Facing various representation * Emphasizing quantitative aspects of fraction * Understanding the meanings of fraction operation Through these activities, teacher must help students construct various faction concept image and apply it to meaningful situation. Especially, to help students to construct various concept image and to use fraction meaningfully to pose problems, much time should be spent to problem posing using fraction.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.805-813
• /
• 2004

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance's 'Style Of Learning And Thinking(SOLAT)' was used to assess students' lateralization preferences. A 30-item multiple choice posttest was used to assess students' achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and i-tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1 % was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.

• Journal of Distribution Science
• /
• v.15 no.3
• /
• pp.61-72
• /
• 2017

Purpose - The ICT development is affecting the consumer behaviors in selecting channel or distribution system. This study aims to advance the theory on the influence and interaction with omni-channel behaviors. Specifically, analyzing moderating variable is category knowledge that effect between propensity of brand loyalty and its precedence factor which is perceived difference, perceived value, authenticity and consumer-brand relationship. Research design, data, and methodology - The subject of this research is consumers who purchase goods in omni-channel situation. The hypothesis of this research is derived from the literature of the preceding research analysis on brand loyalty, omni-channel and consumer behaviors. This study have constructs that were defined operationally with reference to previous studies, and the research model was designed to figure out the structural relationship among perceived difference, perceived value, authenticity, consumer-brand relationship and brand loyalty. From 2016 Sept. 1 to Dec. 31, a questionnaire survey was performed targeting customers using omni-channel. 327 questionnaire survey had conducted. 316 survey data were used for empirical analysis except data that had missing and wrong value. AMOS(structural equation) was used to confirm the hypothesis which developed by researcher. Results - The results of this study are as follows. First, an authenticity has significant effect on brand loyalty. Second, in the omni-channel situation, but perceived differentiation, perceived value, consumer-brand relationship does not affect brand loyalty. According to this result, it is judged that it is easy to search for information in the situation of omni-channel and integrated decision making is done without distinction between channels. Third, category knowledge has moderating effect between brand loyalty and precedence factors. When the category knowledge level is low, preceding factors have a significant effect on brand loyalty. when the category knowledge level is high, the preceding factors did not have a significant effect on brand loyalty except the authenticity. Conclusions - This study finds out omni-channel's phenomenon is different from other distribution channel phenomenon. In the situation of omni-channel, it is suggested that brand loyalty may be relatively low for a certain brand because it raises the knowledge level of the category. Then this study provides a managerial implications based on the role of the moderate effect on category knowledge, brand loyalty and omni-channel.

• Journal of Korean Elementary Science Education
• /
• v.20 no.2
• /
• pp.239-254
• /
• 2001

The in-depth learning course newly established in the 7th National Curriculum of Science is for students who have mastered regular subject matters on a science topic and want to learn it more deeply or by different ways. Individual learners have their own unique intellectual properties. The study examined the effects of in-depth science learning using multiple intelligence activities on the science inquiry abilities and interests of elementary school children. This study involved two fifth-grade science classes in Busan. Each class was assigned to comparison and experimental group. The science topics covered during the period of the study were Units of Matter and Earth. After studying each regular content formulated by the National Curriculum, the students of comparison group experienced traditional practices of in-depth science, whereas those of experimental one performed the Multiple Intelligence(MI) activities related to the content. Students of both groups were pre- and posttested using the inventories of Science Inquiry Ability and Science Interest. Also, after instruction on the topics, students were interviewed to collect more information related to their loaming. The results are as follows. First, the science inquiry abilities of children were increased by using activities based on MI during the in-depth science teaming. Two inquiry processes, that is, the Prediction which is regarded as one of the basic process skills in science and the Generalization regarded as one of integrated process skills showed statistically significant differences between the groups, although the differences of other skills not significant but more improvements in experimental group than comparison one. Second, the in-depth science loaming through MI contributed to the increasing of interests of the children in science. The scores on Science Interest measured in pretest and posttest with the two groups showed st statistically significant difference. For interest in science instruction, children of experimental group showed high level of interest for the various MI activities, and, although the comparison groups' level of the interest was low, they revealed that they want to experience the MI activities in future instruction of science. Interviews with the children randomly selected from the experimental group when they completed the in-depth programs showed that most of them had much interest in MI activities. Especially, they attributed significant meanings to the experiences of teaming with their friends and doing activities that they want to do. These findings have important implications about usefulness of MI in science instruction. The results also highlight the need for science teachers to provide a variety of experiences and to create environments which encourage the children to use MI to learn a science topic.