• Journal of Digital Convergence
• /
• v.12 no.1
• /
• pp.549-553
• /
• 2014

This study is a report of an intensive ESP(English for Specific Purposes) program conducted for the College of Economic students in Korean University. This is planned for the students to enhance their English achievement in comprehending the subject contents which they would learn in the near future. In order to determine whether the course helped the students enhance their English achievement or not, a pre and post test were taken, one at the beginning of the semester and the other at the end of semester. The result of the test shows that this program benefits relevant students, especially lower level students. In accordance with a general accepted view, the English for Specific Purposes(ESP) program is generally targeted for students who expect to learn the basic knowledge of English through mediated courses. Since students already have specific purpose of studying for their major courses, their motivation and interest in the course are higher than the students who don't have any specific purpose. Therefore, this study shows that the students who took English for Specific Purposes(ESP) had higher motivation and interest to study English related to their major courses as the test results were higher than before they had taken the English for Specific Purposes (ESP) program.

• Journal of Korean Biological Nursing Science
• /
• v.16 no.1
• /
• pp.17-25
• /
• 2014

Purpose: The purpose of this study was to review the curriculum on biological nursing: structure and function of the human body, clinical microbiology, pathophysiology, and function and effect of drugs. Methods: Data was collected by searching and reviewing internet websites of 102 nursing schools or universities which provide 4 years nursing education in the Republic of Korea. The 74 curriculum on biological nursing science were available and analyzed by title, credits, hours, types of major (core or selective), offering semester, and laboratory practice. Results: The titles of 4 courses were diverse and were offered as core major (core requisites) or selective major. Structure and function of human body was offered in priority with more credits. Laboratory practice was poorly established in most courses. Biological nursing science courses were mostly taught in the second semester of the first year and the first or second semester of second year nursing education courses. Conclusion: There is a need to standardize the curriculum on biological nursing science and to expand the use of titles proposed by academic society. Also further research is necessary to identify curriculum details and to reflect the needs of professors.

• The Journal of Korean Association of Computer Education
• /
• v.8 no.5
• /
• pp.51-62
• /
• 2005

In the aspect of the faculty, a course coordinator plays an significant role in managing the curriculum and counseling students on academic matters and fostering their progress in the course. However, the course coordinator cannot afford to advise students on which fields of their faculty fit them and which courses they have to take. This paper proposes a mobile course coordinator system to help students learn courses of their major fields deeply. Also the proposed system is implemented by using WIPI technology, so that it is platform-independent and it is able to assist the course coordinator who is counseling students. And the students with personal cellular phones are able to keep tracking their courses, and improve their knowledge about major subjects by taking courses which the system's inference engine will advise.

• Journal of The Korean Association For Science Education
• /
• v.13 no.3
• /
• pp.334-340
• /
• 1993

A survey on the attitudes toward science and science courses was conducted with three hundred students of primary and secondary schools. The instrument used for measuring attitudes was TOSRA(Fraser, 1981). The subjects was sampled by stratified cluster sampling method. The major findings of this study are as follows. 1. The attitude scores has no significant differences among the students of large city, mid-sized city and rural areas. 2. The attitude scores of male and female students has ststistically significant difference. 3. Primary students has significantly higher attitude scores than secondary students. 4. In case of senior high schools, science-major students has significantly higher attitude scores than humanity-major students.

• Journal of Multimedia Information System
• /
• v.9 no.2
• /
• pp.171-176
• /
• 2022

Today, it is imperative to educate students on how to best prepare themselves for the new data driven era of the future. Undergraduate education plays an important role in providing students with more Data Science opportunities and expanding the supply of Data Science talent. This paper surveys and analyzes the curricula of Data Science-related bachelor's degree programs in the United States. The 'required' and 'elective' courses in a curriculum for obtaining a B.S. degree were evaluated by course weight to indicate its necessity. As a result, it was possible to find out which courses were important in Data Science programs and which areas were emphasized for B.S. degrees in Data Science. We found that courses belong to the Data Science area, such as data management, data visualization, and data modeling, were more required for Data Science B.S. degrees in the United States.

• Journal of Korean society of Dental Hygiene
• /
• v.7 no.4
• /
• pp.595-609
• /
• 2007

The purpose of this study was to classify the courses of the dental-hygiene curricula into several categories by field, to incorporate the subjects in the same category into an integrated course, and to suggest how to ensure the successful phase-in application of integrative education according to Ronald M. Harden's 11-stage integrative ladder model. The findings of the study were as follows: 1. When the existing curricula were analyzed, it's found that many credits were provided to the courses in the area of basic dentistry that offered both theory and practice. In particular, the subjects tested by the national examination were offered by every college. In the field of public oral health, the largest number of credits was allocated to theory of oral prophylaxis and practice courses. In clinical area, clinical practice, in the area of dental office management, dental insurance course was given the largest credit. There were 31 to 61 major subjects in the colleges, which indicated that the major subjects were segmented in detail. 2. It seemed necessary to incorporate the subjects in the field of basic dentistry into oral biology, and theory of oral prophylaxis/practice, preventive dentistry/practice, preclinical stage, emergency treatment and introduction to dental hygiene should be integrated in to clinical dental hygiene. The courses in clinical area should be combined into clinical dentistry, and in the field of medical management, dental insurance, hospital management and medical relation law should be incorporated into management of dental clinic. 3. In the 11-stage integrative ladder, the subjects in the same field could perfectly be incorporated as the stages advanced. Each of the subjects was less emphasized, and communication and joint plans among teachers who were respectively in charge of the courses were increasingly considered important. Specifically, there should be a consensus among the teachers in regard to the outline of teaching programs, order of education. objects and objectives of programs and what and how to evaluate.

• Asian Journal of Turfgrass Science
• /
• v.19 no.2
• /
• pp.191-193
• /
• 2005

• Journal of the Korean Institute of Landscape Architecture
• /
• v.29 no.1
• /
• pp.1-10
• /
• 2001

The purpose of this thesis is to classify landscape-type of golf course, and t provide a better understanding of landscape of existing golf courses, seek a developed method for landscape, and other useful knowledge. In order to classify landscape type of the golf course, and analyze the preference for the determinants, we have selected 4 golf courses in Yongin, Kyonggi Province. The analysis in this study shows that a variable, 'familiarity' is the most potent influence of visual preference, (Sig 0.01), and it can be divided into five classes of landscape-type in golf course. More specifically, we conducted the analysis of the image of views and visual preference to bring out major factors which could decide visual preference in golf courses. The results between visual preference and physical variable are as follows; 1. It implies that a factor for a image of the view in golf course is analyzed by 4 districts from factor 1 to factor 4. An ability explaining those factors in the whole of variable quantity is 51.742%, implying factors for the image of the scene in golf courses are appeared as familiarity, changeableness, spaciousness, and naturalness. Among those factors, since familiarity(C.V.; 26.783%) and changeableness(C.V.; 112.200%) took high rank, this represents the fact that familiarity or changeableness highly affects the forming of image. 2. Defending on degree of image ability in golf course, we could classify as five types such as Type I, Type II, Type II, Type IV, and Type V. 3. As a result of calculating type of factor score, Type I had the lowest ranking in naturalness, and rather lower than others such as organization and spaciousness. The II is a top-ranked one in familiarity and naturalness, while it has the lowest ranking in spaciousness. Type III has the highest ranking in organization and preference. Type IV is the lowest-ranked one in familiarity and preference. Type IV is the lowest-ranked one is familiarity and preference. Type V has the highest ranking in spaciousness, but the lowest ranking in organization. 4. As a result of preference, Type III, Type II, Type V, Type I, and Type IV come out in order. That water-seen place type charges the highest rank shows the importance of changeable materials. 5. These factors-familiarity, organization, spaciousness and naturalness- are the major materials of the scene of view in golf courses. The possibility of how to use those for designing and making enhanced golf courses should be reinvestigated through these factors. Especially, it is acknowledged that the duction of changeableness, which is not mentioned in the study of informational approach, is much stimulating for the designing use. A further research on this theme should be made in the future, not limiting to the golf courses in Yongin.

• Nuclear Engineering and Technology
• /
• v.44 no.7
• /
• pp.825-830
• /
• 2012

Radiation and its various industrial applications have been growing at approximately 10 percent per year for the past decade in Korea. As a result, the importance of the Education and Training (E&T) in radiation protection is of upmost importance. This paper is intended to investigate the present status of the E&T on radiation protection and safety in Korea and to draw up the improvements of the E&T courses required for building the national radiation safety infrastructure. For these purposes, the E&T data from the six major domestic organizations providing radiation protection training courses were investigated and analyzed. Each of the organizations is offering several kinds of E&T courses based on their own specific functions. These organizations have administrative facilities equipped with the latest technology for E&T in radiation protection. The E&T courses mainly cover the training courses for radiation workers, radiological emergency staff, license applicants, license holders, and regulatory staff. In 2010, a total of 58 E&T courses were carried out across six organizations. The conclusions make a number of observations highlighting challenges such as: establishing a formal feedback mechanism, introducing more practical training sessions, developing training courses tailored to the job categories and target audiences, and designing education and training courses in radiation protection that comply with current obligations as well as future requirements.

• Journal of Korean Dental Hygiene Science
• /
• v.2 no.1
• /
• pp.41-50
• /
• 2019

Education should consider the social consensus that changes according to the times and the social environment, and it is also necessary to consider the technically useful subjects. We collected and reported the 4-year course curriculum of dental hygiene when Korean dental hygiene education has continued over 50 years. Each 4-year course curriculum was collected by searching each university website, or requested by email. The curriculum of 23 among 27 schools was collected. According to the classification of dental hygiene in the dental hygienist national examination classification or the Korean society of dental hygiene science, the subjects of the course were divided into clinical dental hygiene, clinical dental treatment support, basic dental hygiene, social and educational dental hygiene, and collected 23 curriculum courses. The average major curriculum was 104.9 credits and the average number of subjects in major courses was 34.3. The average subjects' number of clinical dental hygienic courses was 33.9 (37.5% of the total major credits), clinical dental treatment support was 30.6 (30.2% of the total major credits), basic dental hygiene was 21.8 (20.8% of the total major credits), and social and educational dental hygiene courses was 13.6 (13.0% of total major credits). Integrated subjects' name in clinical dental hygiene was used in all schools of the survey, such as clinical dental hygiene education (and practice), comprehensive dental hygiene education, and integrated dental hygiene. There were 13 schools (56.5%) that use the integrated name in clinical dental treatment support, such as clinical dentistry. There were 14 schools (60.9%) to open dental clinic management, and 22 schools (95.7%) to open national health insurance claims. The basic dental hygiene curriculum maintained the title of each subject and social and educational dental hygiene education was established in most schools, such as community dental health, oral health statistics, and oral health education. Other subjects were English conversation in dental clinic (8 schools) education, clinical dental treatment support, basic science in dental hygiene, social and educational dental hygiene. We knew the clinical dental hygiene and clinical dental treatment support were changing into the integrated subjects, and most schools run dental hygiene research.