• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.55-66
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• 2011

The purpose of this study was to examine the effects of We Start home visiting intervention program on the positive changes of infants and their low-income families. The subjects were 171 18~36-month olds and their mothers living in We Start and non We Start areas. The instruments used were Developmental Profile, Cleminshaw-Guidubaldi Parent Satisfaction Scale(CGPSS) and Home Observation for Measurement of the Environment(HOME). The results were as follows: First, the result of Developmental Profile showed positive changes in all domains(physical development, self-help skills, social development, cognitive development, and communication ability). Second, the result of CGPSS showed positive effects on parent-child relationships. Third, the result of HOME showed positive effects on mothers' emotional and language responses. In conclusion, We Start home visiting program for infants from low-income families is an effective early intervention program to end intergenerational transition of poverty in Korea.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• KDI Journal of Economic Policy
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• v.44 no.2
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• pp.29-44
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• 2022

This study compares the wage equation in Korea to those in other countries, focusing on the wage returns to adult education and training (AET) participation. It is found that the wage compensation structure in Korea is associated mainly with job characteristics such as tenure and workplace size rather than with worker characteristics such as AET participation and cognitive abilities. It is also found that Korea's AET participation is skewed toward non-job-related AET, relative to the situations in other countries. These findings imply that the link between a worker's productivity and wage should be strengthened in order to incentivize workers to invest in AET relevant to the labor market.

• Korean Business Review
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• v.11
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• pp.1-14
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• 1998

In this paper the negotiation skills, which have been so far known as non-scientific or artistic field, are analyzed on the basis of behavioral science view point. Negotiator's behavior and psychological situation are believed to influence the negotiation result significantly, therefore, those factors are reviewed with behavioral science framework. Some concepts developed in Cognitive Psychology to explain the decision making models - prominence, commitment, escalation of commitment, framing, adjustment and anchoring, endowment effect - are reconceptualized and applied to the negotiation skill analysis and negotiation skill development in this paper. As the results of this research, various negotiation skills which have been so far believed as irrational and artistic are now able to be explained on the basis of sound logic and reasoning. This means also that valuable and elegant negotiation skills should be further developed by behavioral scientists.

• Journal of Korean Academy of Nursing
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• v.45 no.2
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• pp.169-182
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• 2015

Purpose: This study was a meta-analysis designed to identify effects of Cognitive Behavioral Therapy (CBT) interventions in alleviating main symptoms of Attention Deficit Hyperactivity Disorder (ADHD) among school-aged children in Korea. Methods: Examination of several databases including Research Information Sharing Service, Korean Studies Information Service System, Data Base Periodical Information Academic and hand-searched article references, resulted in identification of 1,298 studies done between 2000 and 2013 of which 21 met the inclusion criteria. Comprehensive Meta-Analysis version 2.0 was used to analyze effect sizes, explore possible causes of heterogeneity, and check publication bias with a funnel plot and its trim-and-fill analysis. Results: Overall effect size of CBT intervention was large (g=1.08) along with each outcome of self-control (g=1.26), lack of attention (g=1.02), social skills (g=0.92), and hyperactivity (g=0.92). For heterogeneity, moderator analysis was performed, but no significant differences were found between the RCT (Randomized Controlled Trials) group and the NRCT (Non RCT) group. Also, meta-regression was performed using sample size, number of sessions, and length of session as predictors, but no statistically significant moderators were found. Finally, a funnel plot along with trim-and-fill analysis was produced to check for publication bias, but no significant bias was detected. Conclusion: Based on these findings, there is clear evidence that CBT intervention has significant positive effects on the main symptoms of school-aged children suffering ADHD. Further research is needed to target diverse age groups with ADHD along with more RCT studies to improve the effectiveness of the CBT intervention.

• Journal of the Korean Regional Science Association
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• v.33 no.2
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• pp.3-23
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• 2017

This study aims to understand how human capital is related to the inter-regional wage gap between the capital region and the non-capital region in Korea. We focus more specifically on whether the inter-regional wage gap is due to high levels of human capital in the capital region or due to high returns to human capital in the capital region. The decomposition method based on the unconditional quantile regression was used to examine how the relationship between human capital and the inter-regional wage gap varies along the wage distribution. When first estimating earnings functions from the two regions to apply this decomposition method, we included not only conventional indicators of human capital, such as education and on-the-job training, but also occupational skills including cognitive-interactive skills, technical skills, and physical skills. As a result, other things being equal, a large part of the inter-regional wage gap was explained by the human capital variables. Although the composition effect of the human capital variables existed in all the wage quantiles, the more important factor was the wage structure effect of the human capital variables. In addition, among the various human capital variables, the wage structure effect of years of education was a key factor in explaining the inter-regional wage gap. This study is meaningful in that it shows that the relationship between human capital and the inter-regional wage gap may vary depending on the wage quantiles.

• Journal of Korean Academy of Nursing
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• v.34 no.8
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• pp.1451-1459
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• 2004

Purpose. With a sample of cognitively impaired nursing home residents and nursing staff, the following were examined 1) the proportion and nature of aggressive behavior, 2) the frequency and types of aggressive behavior, 3) the difference between the residents who demonstrate aggressive behavior and those who do not demonstrate aggressive behavior (age, mental status, functional status, and pain, length of nursing home stay), and 4) nursing staff responses to aggressive behavior by residents. Methods. A cross-sectional descriptive study design was used. Data were collected from cognitively impaired nursing home residents (N=205) and nursing staff (N=60) at two nursing homes using Ryden Aggression Scale I and II, Mini-Mental State Exam, Modified Barthel Index, Verbal Descriptor Scale, and aggressive behavior management questionnaire. Data were analyzed using descriptive statistics including t-test. Results. About $62.9\%$ residents were found to be aggressive and $38.5\%$ were both physically and verbally aggressive. Pushing, making threatening gestures, hitting, slapping, cursing/obscene/vulgar languages, making verbal threats were occurred frequently. Aggressive residents were significantly older, had more cognitive impairment, had more pain, and stayed longer in the nursing home when compared with non-aggressive residents. Considerable proportion of nursing staff responded to aggressive behaviors inadequately. Conclusion. Aggressive behavior among cognitively impaired nursing home residents is prevalent thus needs to be prevented and reduced. Along with environmental modification, educational programs for nursing staff and family caregivers need to be developed and implemented so that they can have extensive knowledge and skills to manage aggressive behaviors.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1338-1346
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• 2018

The purpose of this study is to analyze the curriculum of a university-affiliated science gifted education center based on the core competencies and to suggest a direction for improving the education at the gifted education center. For this purpose, we set the 12 core competencies as follows: 6 cognitive competencies such as knowledge, creativity, scientific thinking ability, inquiry ability, problem solving ability and fusion ability, and 6 non-cognitive competencies such as task commitment, self-directed learning ability, motivation reinforcement and challenge, communication skills, collaboration ability and leadership. The curricula of the science gifted education centers reflect all the competencies, but some competencies are only potentially included in the contents of the programs. In this study, we present examples of education programs by each competences and suggest additional descriptions for the development of gifted education centers.

• Journal of the Korean Geographical Society
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• v.50 no.2
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• pp.239-254
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• 2015

The purpose of this study is to explore the possibility of ethical geography education, based on the 'relational turn' of understanding of human/non-humans and place in the context of the student's daily consumption. To do this, first and foremost, due to the de-localization of product networks that students consume, it has been discussed the situation that the ethics of responsibility and care is reduced. Then, this paper suggests an understanding of place and human/non-humans in a relational view, as a basis for the student's ability to look at matters of consumption and ethics through the viewpoint of relational ethics of responsibility and care. Finally, this research examined relation of commodity consumption, relational geographies and ethics of responsibility and care through 'mobile phone connection'. It is argued in the paper that the role of ethical geography education lies also in allowing students to feel connected to various humans/non-humans as a absent presence in his own life and to acquire cognitive and practical skills to provide more responsibility and care for their socio-ecological environment, thus making a better world.

• Journal of Dental Anesthesia and Pain Medicine
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• v.16 no.3
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• pp.193-197
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• 2016

Background: Some patients with special needs exhibit intellectual disability, including deficits in cognitive skills and decreased quality of life. The purpose of this study was to retrospectively compare changes in body composition and hemodynamics during general anesthesia in patients with and without special needs. Methods: The backgrounds of patients who underwent oral maxillofacial surgery under general anesthesia were recorded from medical records. Intracellular water (ICW), extracellular water (ECW), stroke volume variation (SVV), and heart rate (HR) were recorded for 3 h after the start of anesthesia. Categorical data were compared using an unpaired t-test, and a P-value of less than 0.05 was regarded as significant. Numerical data were compared using the Bonferroni correction, and a P-value of less than 0.0125 was regarded as significant. Results: A total of 21 patients were included in the study: 10 patients without special needs (non-S-group) and 11 patients with special needs (S-group). There were no significant differences in patients' backgrounds, except with regard to height (P = 0.03). In both groups, ICW and ECW were maintained, although they were lower in the S-group compared to the non-S-group. SVV was maintained in both groups, although it was higher in the S-group than the non-S-group. HR was significantly lower in the S-group 1 h after induction of anesthesia (P < 0.003). Conclusions: Changes in hemodynamics due to body fluid imbalance should be monitored during general anesthesia, especially for patients with special needs.