• Journal of the East Asian Society of Dietary Life
• /
• v.26 no.3
• /
• pp.223-229
• /
• 2016

This study aimed to evaluate the effectiveness of a foodservice and cooking program for children attending community child centers in Korea. The foodservice and cooking program included a reference menu, nutrition and hygiene class for foodservice managers, as well as cooking classes for children during the winter or summer vacation in 2015. In order to evaluate the program, a survey was conducted before and after the program. A total of 1,120 children who participated in the program completed questionnaires regarding eating behaviors, food intake, and their opinions and levels of satisfaction with the program. The scores of children's eating behaviors increased significantly from 59.71 to 63.62 out of 85 points (p<0.001). A significant increase was detected in children's food intake. Vegetable intake, which received the lowest scores, increased significantly from 3.63 to 3.81 out of 5 points (p<0.001). The score for opinions and satisfaction concerning the program was 28.34 out of 35 points. These results suggest that the foodservice and cooking program could be helpful in promoting healthy food habits in children attending community child centers.

• Bulletin of the Society of Naval Architects of Korea
• /
• v.27 no.3
• /
• pp.131-136
• /
• 1990

여러해 전부터 선박의 생산실적이나 생산성 관련 자료를 기록하고 보완하는 작업을 꾸준히 개선토록 노력해온 결과중 중요한 것 하나는, 선박의 여러 가지 설계 검토과정에서 충분히 활용할 수 있는 함축성 있고 믿을만한 형태의 생산정보를 제공해줄 수 있게 되었다는 것이라고 말 할 수 있겠다. 이러한 자료들은 생산계획상 각 단계(stage)에서의 작업량, 예상재료비와 인건비의 산출등이 포함될 수 있으며, 선박이나 해상구조물의 전반적인 설계방법론(design methodology)을 개선코자 한다면 ''생산지향적 설계(Design for Production)''의 근간이 되는 선박건조전략(build strategy), 구매정책(purchasing policy)과 생산기술(production technology)에 대한 폭넓은 지식이 한데 어우러져야 한다. 최근에는 CIMS의 일부분에서 보는 바와 같은 경영관리, 설계 및 생산지원 시스템의 도입으로 이와 같은 설계 프로세스의 추진을 가능케하고 있다. 이와 병행하여 설계를 지원하기 위한 전산기술, 특히 대화형 화상처리기술(interactive graphics)의 발달은 설계자가 선박의 형상이나 구조 배치를 여러 가지로 변화시켜 가면서 눈으로 즉시 확인할 수 있도록 설계자의 능력을 배가시키는데 크게 기여하고 있다. 여러 가지의 설계안(alternative design arrangement)을 신속히 만들어내고 이를 즉시 검토 평가할 수 있는 능력을 초기설계 단계에서 가질 수 있다면 이는 분명히 큰 장점일 것이며, 더구나 설계초기 단계에 생산관련인자를 설계에서 고려할 수 있다면 이는 더욱 두드러진 발전일 것이다. 생산공법과 관련생산 비용을 정확히 반영한 각 가지의 설계안을 짧은 시간내에 검토하고 생산소요 비용을 산출하여 비교함으로써, 수주계약단계에서 실제적인 생산공법과 신뢰성있는 생산실적자료를 기준으로 하여 총 건조비(total production cost)를 최소로 하는 최적의 설계를 선택할 수 있도록 해 줄 것이다. 이제 이와 같은 새로운 설계도구(design tool)를 제공해 주므로써 초기설계에 각종 생산관련 정보나 지식 및 실적자료가 반영가능토록 발전되었다. 본 논문은 영국의 뉴카슬대학교(Univ. of Newcastle upon Type)에서 위에 언급한 특징들을 반영하여 새로운 선박구조 설계 방법을 개발한 연구결과를 보여주고 있다. 본 선계연구는 5단계로 구분되는데; (1) 컴퓨터 그라픽스를 이용하고 생산정보 데이타베이스와 연결시켜 구조형상(geometry)을 정의하고 구조부재 칫수(scantling) 계산/결정 (2) 블럭 분할(block division) 및 강재 배치(panel arrangement)의 확정을 위해 생산기술 및 건조방식에 대한 정보 제공 (3) 상기 (1) 및 (2)를 활용하여 아래 각 생산 단계에서의 생산작업 분석(work content assessment) a) 생산 준비 단계(Preparation) b) 가공 조립 단계(Fabrication/Assembly) c) 탑재 단계(Erection) (4) 각각의 설계(안)에 대하여 재료비(material cost), 인건비(labour cost) 및 오버헤드 비용(overhead cost)을 산출키 위한 조선소의 생산시설 및 각종 품셈 정보 (5) 총 건조 비용(total production cost)을 산출하여 각각의 설계안을 비교 검토. 본 설계 방식을 산적화물선(Bulk Carrier) 설계에 적용하여 구조배치(structural geometry), 표준화의 정도(levels of standardisation), 구조생산공법(structural topology) 등의 변화에 따른 설계 결과의 민감도를 분석(sensitivity studies)하였다. 전산장비는 설계자의 대화형 접근을 용이하도록 하기 위해 VAX의 화상 처리장치를 이용하여 각 설계안에 대한 구조형상과 작업분석, 건조비 현황 등을 제시할 수 있도록 하였다. 결론적으로 본 연구는 설계초기 단계에서 상세한 건조비 모델(detailed production cost model)을 대화형 화상 처리방법에 접합시켜 이를 이용하여 여러가지 설계안의 도출과 비교검토를 신속히 처리할 수 있도록 함은 물론, 각종 생산 실적정보를 초기설계에 반영하는 최초의 시도라고 믿으며, 생산지향적(Design for Production) 최적설계분야의 발전에 많은 도움이 되기를 기대해 마지 않는다. 참고로 본 시스템의 설계 적용결과를 부록에 요약 소개하며, 상세한 내용은 참고문헌 [4] 또는 [7]을 참조 요망한다.

• Journal of Hospice and Palliative Care
• /
• v.3 no.2
• /
• pp.126-135
• /
• 2000

Purpose : To evaluate the present status of bereavement care in Korean hospice service as a basic database for the effective bereavement care. Method : The data were collected two sets from September to October, 1999 and from November to December, 2000, 55 hospice institutions identified by the Hospice Education Institution, College of Nursing, Catholic University were contacted for a telephone survey. The researchers conducted telephone interviews with hospice administrators for 10 to 30 minutes. Result : 1) Among the 55 Korean Hospice institutions, 38 institutions(69.1%) provided bereavement services. 2) The contents of bereavement services consisted of telephone call 28 institutions(74.5%), bereaved family meeting 26 institutions(69.4%), home visiting 22 institutions(57.9%), mail 16 institutions(42.1%), personal counselling 7 institutions(18.4%). 3) The 26 hospice institutions(68.4%) which provided meetings for bereaved families met with the following frequency : Annually is 11 institutions(42.3%), biannually 6 institutions(23.1%), monthly 6 institutions(23.1%) and bimonthly 3 institutions(11.5%). 4) Only 4 hospice institutions(10.5%) used the assessment tool to screen for high risk of bereaved. 5) The major difficulties of current bereavement services were low attendance for the bereaved family meeting, shortage of professional managers and volunteers, limited accessibility to hospice institutions, little social awareness for the bereaved, and financial difficulties. 6) The hospice administrators expressed the need for the development of bereavement program, the education program for the bereavement services, trained professionals, the sufficient provision of human resource and financial support for more effective bereavement services. Conclusion : Although many hospice institutions(69.1%) provided bereavement services, they generally lacked capable bereavement professionals and various individualized bereavement services. In conclusion, it is required to develop the specified bereavement program and the training program for the staff and volunteers, so as to provide customized bereavement services based on individual needs. Further research will be necessary to evaluate the effects of customized bereavement services in Korea before applying to practice.

• Journal of Intelligence and Information Systems
• /
• v.27 no.4
• /
• pp.49-71
• /
• 2021

Users who intend to utilize knowledge to actively solve given problems proceed their jobs with cross- and sequential exploration of associated knowledge related each other in terms of certain criteria, such as content relevance. A knowledge map is the diagram or taxonomy overviewing status of currently managed knowledge in a knowledge-base, and supports users' knowledge exploration based on certain relationships between knowledge. A knowledge map, therefore, must be expressed in a networked form by linking related knowledge based on certain types of relationships, and should be implemented by deploying proper technologies or tools specialized in defining and inferring them. To meet this end, this study suggests a methodology for developing the knowledge graph-based knowledge map using the Graph DB known to exhibit proper functionality in expressing and inferring relationships between entities and their relationships stored in a knowledge-base. Procedures of the proposed methodology are modeling graph data, creating nodes, properties, relationships, and composing knowledge networks by combining identified links between knowledge. Among various Graph DBs, the Neo4j is used in this study for its high credibility and applicability through wide and various application cases. To examine the validity of the proposed methodology, a knowledge graph-based knowledge map is implemented deploying the Graph DB, and a performance comparison test is performed, by applying previous research's data to check whether this study's knowledge map can yield the same level of performance as the previous one did. Previous research's case is concerned with building a process-based knowledge map using the ontology technology, which identifies links between related knowledge based on the sequences of tasks producing or being activated by knowledge. In other words, since a task not only is activated by knowledge as an input but also produces knowledge as an output, input and output knowledge are linked as a flow by the task. Also since a business process is composed of affiliated tasks to fulfill the purpose of the process, the knowledge networks within a business process can be concluded by the sequences of the tasks composing the process. Therefore, using the Neo4j, considered process, task, and knowledge as well as the relationships among them are defined as nodes and relationships so that knowledge links can be identified based on the sequences of tasks. The resultant knowledge network by aggregating identified knowledge links is the knowledge map equipping functionality as a knowledge graph, and therefore its performance needs to be tested whether it meets the level of previous research's validation results. The performance test examines two aspects, the correctness of knowledge links and the possibility of inferring new types of knowledge: the former is examined using 7 questions, and the latter is checked by extracting two new-typed knowledge. As a result, the knowledge map constructed through the proposed methodology has showed the same level of performance as the previous one, and processed knowledge definition as well as knowledge relationship inference in a more efficient manner. Furthermore, comparing to the previous research's ontology-based approach, this study's Graph DB-based approach has also showed more beneficial functionality in intensively managing only the knowledge of interest, dynamically defining knowledge and relationships by reflecting various meanings from situations to purposes, agilely inferring knowledge and relationships through Cypher-based query, and easily creating a new relationship by aggregating existing ones, etc. This study's artifacts can be applied to implement the user-friendly function of knowledge exploration reflecting user's cognitive process toward associated knowledge, and can further underpin the development of an intelligent knowledge-base expanding autonomously through the discovery of new knowledge and their relationships by inference. This study, moreover than these, has an instant effect on implementing the networked knowledge map essential to satisfying contemporary users eagerly excavating the way to find proper knowledge to use.

• Korean Journal of Culture and Social Issue
• /
• v.21 no.4
• /
• pp.617-647
• /
• 2015

The purposes of this study was to develop a valid scale measuring organization-related anxiety and to use this scale to examine the relation of organizational anxiety to demographic variables, job satisfaction and organizational committment. A series of studies were conducted to develop a scale for organizational anxiety. Initially, the 97 items were adopted by expert ratings. A exploratory factor analysis with a sample of 435 workers yielded a preliminary version of organizational anxiety scale with 28 items. Subsequently, a confirmatory factor analysis was conducted with a sample of 566 workers, leaving 20 items. The final version of the organizational anxiety scale consisted of 4 sub-factors: perception of future uncertainty, perception of locus of control, interpersonal anxiety, and perception of alternatives. In this study, the examined demographic characteristics included sex, age, type of occupation, type of industry, occupational position, monthly income and educational level. Organizational effectiveness was composed of job satisfaction and organizational commitment. As mediators, organizational culture, life satisfaction, self efficacy, and social support were explored. The negative relationship was observed between organizational anxiety and organizational effectiveness. The results showed the significant differences in organizational anxiety by demographic characteristics. The mediators were explored for the relationship between organizational anxiety and job satisfaction and between organizational anxiety and organizational commitment. The negative relationship between organizational anxiety and job satisfaction was mediated by the group culture, the developmental culture, the rational culture, life satisfaction, self-efficacy, and social support. Individuals with the higher level of these mediators reported greater job satisfaction even if they experienced organizational anxiety. The partial mediation effect of the group culture, the developmental culture, the rational culture, life satisfaction, and social support was observed on the negative relationship between organizational anxiety and organizational commitment. These results implies that job satisfaction and organizational commitment can be improved with the interventions on organizational cultures, self-efficacy, and social support despite the presence of organizational anxiety. Based on these results, the implication and limitations of this study and the directions for future research discussed.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.2
• /
• pp.117-134
• /
• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of the Korean earth science society
• /
• v.22 no.5
• /
• pp.360-376
• /
• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of Agricultural Extension & Community Development
• /
• v.6 no.2
• /
• pp.75-84
• /
• 1999

Minnesota state law requires County Extension Committees (CECs). The County Board of Commissioners appoints committee members. Extension Educators are responsible for using CECs to assure the value of Extension work in the County. This paper will explore underlying values, principles and practices that can effect the utilization of CECs in ways that benefit the work of Extension and make the process a good experience for CEC members and Extension Educator. The paper is based primarily on readings in the Journal of Extension, interviews with two Extension Educator, and information provided by the University of Minnesota Extension Service for CEC members.

• Journal of Hospice and Palliative Care
• /
• v.7 no.2
• /
• pp.221-231
• /
• 2004

Purpose: The purpose of this study was to analyze the need for child hospice care programs in families of children with cancer. Methods: The survey of 104 families who were taking care of children with cancer was conducted. This survey was conducted from February 2004 to July 2004 at two general hospitals in Seoul. The data were collected through a self-reporting questionnaire of 22 items. The items were classified into five areas by factor analysis to identify the construct validity. The reliability of the tool was established by Cronbach's alpha as .94 and the data collected were analyzed by descriptive statistics, t-test and ANOVA. Results: 1) The degree of need for hospice care of the subjects showed a high average of 3.40 (${\pm}3.8$). The need for 'emotional care of children' showed the highest mean (M=3.55), 'management of terminal physical symptoms'(M=3.49), 'control of secondary physical problems' (M=3.41), 'acceptance of the family's difficulty' (M=3.20), 'spiritual care for preparing for death'(M=3.17), respectively. 2) With respect to the demographic characteristics of the subjects, there were statistically significant differences in hospice care needs, according to the child's mother's age (F==4.980, P=.009), whether or not there were cancer patients among their siblings or relatives (t=2.423, P=.017). Conclusion: The family of children with cancer have a heavy burden of ambivalence, especially in relieving the anxiety and fear of their children, communicating about death, and managing physical symptoms. Child hospice care must be provided considering the needs of families of children with cancer. Thus popular needs as well as hospice nurses' higher concern and support for hospice care of children require further education and program development to meet the current demands.

• 대한공업교육학회지
• /
• v.44 no.2
• /
• pp.28-46
• /
• 2019

The purpose of this study is to use as a basic data of establishing operating Course-based National Technical Qualification(CNTQ) support program by examining the educational needs for operating CNTQ of vocational school teachers, and to contribute to the vocational school settlement of CNTQ course. To achieve those purposes, this study drew 27 tasks performed by teachers operating CNTQ. Also, it surveyed the perceived importance and the performance. The findings of this study are as follows. First, it is showed that 'selection of qualification fields and confirmation of organization criteria, organization of educational training time by competency unit, organization of subjects and establishment of competency unit operating plan by grade and semester, selection of teaching materials, implementation of education and training, establishment of evaluation plan, implementation of evaluation, re-education and re-evaluation students with grades under 40%, guidance of paper evaluation, guidance of practical evaluation, guidance of interview evaluation' are the first priority tasks in the result of the need analysis. Second, it is indicated that 'application of external evaluation, guidance to retake an exam for failure' are the secondary priority tasks. According to these results, the following conclusions were made. First, it will be more positive effects if the educational needs in the next CNTQ support program include contents of the first priority tasks. Second, it is indicated that the priority of the educational needs for tasks of operating plan stages is commonly high. In particular, the highest ranking in the result means that it is completely supported from the first step on operating course. It is expected that the program which teachers on operating the course of similar qualification fields share each operating experience is effective. Third, the priority of the educational needs for external evaluation step ranked high. External evaluation has a different level of difficulty and a form of practical evaluation output according to qualification fields, so the method of guidance has to be different. It needs the program constructed by similar fields.