• Journal of the Korean association of regional geographers
• /
• v.5 no.2
• /
• pp.47-117
• /
• 1999

This study concern with the pattern of Pusan Station shopping district within Pusan City, Korea, one of the special functioned shopping district within Pusan City. This paper will serve as a part of series studies which attempt to clarify the internal structure of Pusan as a whole. Part(II) of this study deals with the functions including living related, restaurants and others. The pattern of floors, size of shops, street corners and widths of streets were also analysed. The results are as follows: 1. In terms of numbers of firms in living related function, Pusan Station shopping district is the $7{\sim}8th$ ranked central place among nine the highest centers within Pusan City. Pusan Station shopping district has not much promoted vertical spatial differentiation comparatively, and also it's intensity of land use is the lower among nine the highest centers. It is presented that intimate relationship between intensity of vertical land use and classes of central places within the city. The ratio of inns and hotels in Pusan Station shopping district is third ranked in Pusan City. And the size of inns and hotels in this area is the most largest among the nine highest ranked central places within Pusan City. These presented that the traditional characteristics of station area as a special functioned shopping district. Inns and hotels mainly located along the narrower and back street. And it forms agglomerated areas or 'an alley of inns' at the inner parts of blocks, some like a 'hidden flower'. In Korea, 'alley' means that an area of specialization gains the prestige, traditionally. 2. Restaurants mainly locate along the narrower and back streets. And agglomerated areas of restaurants coincide with the agglomerated area of drinking places. It shows that these two kinds of functions need the same locational conditions. The ratio of Chinese restaurants is the highest in the Pusan Station shopping district. It's due to the agglomerated area these kinds of restaurants at the 'China town'. 3. Pusan Station shopping district has been formed along the streets within the residential areas. It's means that this shopping district now at the initial or middle growth era in development stage of shopping areas. 4. In general, wholesales and light manufacturing are located at peripheries within shopping district. But in Pusan Station shopping district, it dose not appear these spatial pattern. It shows that this area is lower ranked central place and not much progressed in spatial differentiation. 5. Particular firms which customers and workers have stayed more longer period of time are located at the far from the first floor. This vertical spatial differentiation is similar to the horizontal sequences. 6. Firms which have more ability of rental payment are located at street comers such as banks and pharmacies. In Pusan Station shopping district commercial facilities could not invade into the second third floors at narrower streets and first floor of back streets, still now.

• Journal of Christian Education in Korea
• /
• v.72
• /
• pp.245-271
• /
• 2022

The purpose of this study is to develop a nursing clinical practice education model that applies case-based learning and co-teaching to nursing students, and to secure the validity of the developed model. To verify the validity of the nursing clinical practice education model, it was applied to the subject of 'Health Response and Nursing VI (Perception/ Cognition) Practice' in the 2nd semester of 2021 at J University in Jeonju, and the instructor's response to the model was evaluated. Surveys and focus group interviews were conducted on confidence in clinical practice and teaching and learning models. After deriving the case-based learning stage and co-teaching elements through a review of precedent literature and case studies, an initial model was devised after expert review, and the devised model was reviewed for internal validity by nursing education experts, and then modified and supplemented. As a result of the learner response evaluation conducted after applying the model to the clinical practice subject for external validation verification, the confidence in clinical performance was 4.22 points and the satisfaction with the teaching-learning model was 4.68 points. Summarizing the results of the focus group interview, the importance of prior learning and the learning of selected cases based on actual cases, learning terminology and professional knowledge, eliminated fear of the practice field, felt familiar, and learned various cases. He said that he was able to think critically through the time to organize the knowledge learned in the practice field. In addition, through co-teaching, it was found that field leaders and advisors taught the theoretical and practical aspects at the same time through examples, thereby experiencing practical education closer to practice. It is expected that the nursing clinical practice education model developed through this study, applying case-based learning and co-teaching, will be an effective teaching and learning model that can reduce the gap between theory and practice and improve the clinical performance of nursing students.

• Journal of Preventive Medicine and Public Health
• /
• v.35 no.2
• /
• pp.141-146
• /
• 2002

Objectives : This study was peformed in order to assess the incidence of hypertension based on two-years follow-up of a rural hypertension-free cohort in Korea. Methods : The study cohen comprised 2,580 subjects aged above 20 (1,107 men and 1,473 women) of Chung-Song County in Kyungpook Province judged to be hypertensive-free at the baseline examination in 1996. For each of two examinations in the two-year follow-up, those subjects free of hypertension were followed for the development of hypertension to the next examination one year (1997) and two years later (1998). The drop-out rate was 24.7% in men and 19.6% in women. Hypertension was defined as follows 1) above mild hypertension as a SBP above 140 mmHg or a DBP above 90 mmMg,2) above moderate hypertension as a SBP above 160 mmHg or a DBP above 100 mmHg or when the participant reported having used antihypertensive medication after beginning this survey. Results : The age-standardized incidence of above mild hypertension was 6 per 100 person years (PYS) in men and that of above moderate hypertension was 1.2. In women, the age-standardized rate for above mild hypertension was 5.7 and 1.5 for above mild and moderate hypertension, respectively. However, the rates of incidence as calculated by the risk method were 4.8% and 1.0% in men and 4.6%, 1.2% in women, respectively. In both genders, incidence was significantly associated with advancing age(p<0.01), In men, the incidences of above moderate hypertension by age group were 0.5 per 100 PYS aged 20-39, 0.7 aged 40-49, 1.7 aged 50-59, 3.6 aged 60-69, and 5.8 aged above 70(p<0.01). In women, those the incidence measured 0.6 per 100 PYS aged 20-39, 1.8 aged 40-49, 1.3 aged 50-59, 3.3 aged 60-69, and 5.6 aged above 70(p<0.01). After age 60, the incidence of hypertension increased rapidly. Conclusions : The incidence data of hypertension reported in this study may serve as a reference data for evaluating the impact of future public efforts in the primary prevention of hypertension in Korea.

• The Journal of the Korea Contents Association
• /
• v.19 no.3
• /
• pp.336-348
• /
• 2019

This study aimed to verify the effects of design thinking-based team project learning on nursing college students' empathy and proactivity of problem solving. This study also examined the subjects' experiences obtained from participating in team project activity through reflective analysis. The research was a one-group, pre-and-posttest design. The subjects were 64 seniors majoring in nursing studies in N university who had attended the course of nursing management practice. During the course, they participated in a design thinking team project for a total of 10 sessions for two weeks, five times per week, and one and a half hour per day. Data was analyzed using SPSS Win 22.0, a paired t-test was conducted and Pearson's correlation coefficients were calculated. Content analysis was carried out on their experiences obtained from participation in team project activity. The subjects' empathy(t=-2.94, p=.005) and proactivity of problem solving(t=-6.23, p<.001) showed statistically significant difference between before and after the design thinking-based team project learning and had significant positive correlation(r=.634, p<.001). Analysis of team reflection revealed four themes: design thinking, empathy, problem solving ability, and critical thinking. This study verified that design thinking-based team project learning was very effective in developing nursing college students' empathy and proactivity of problem solving. Research Results Design Thinking Based on team learning, project learning is an effective teaching learning method for finding and defining customer needs, creating a solution to problems, and enhancing engagement and empathy through various stakeholder collaborations I could.

• 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 Korean Home Economics Education Association
• /
• v.21 no.2
• /
• pp.83-107
• /
• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Cartoon and Animation Studies
• /
• s.49
• /
• pp.465-491
• /
• 2017

This paper analyzes the short animation film which faithfully follows the external dimension of cartoons, and studies the hidden subject and the way of narrative in the back of the figure. In this process, we analyze the theme of using the analysis method of mosaic image. The narrative of cartoons is usually the majority in discussing the differences in the aspectual part. However, this animation uses cartoons to reach the linear narrative of ordinary narrative movies. As Janet Murray explains, if a 'mosaic image' approaches a theme through a mosaic approach, we can limit the 'mosaic film' that are introduced in the film format among them. First of all, conceptually uses the characteristics of 'mosaic image', at the same time, it utilizes a work utilizing the narrative features of 'mosaic film'. By analyzing this animation film by bifurcation, the first half reveals the characteristics of open-minded mosaic video platform, and the second half introduces the linear narrative method of film narrative. This paper divides the narrative method of 'multi plot Film' into three types: mosaic narrative film, network narrative film, and multi-draft film. Thus, we can analyze the ending of as a narrative method of 'network narrative film' which is composed of parallel or juxtaposed stories. In other words, if the early part of the animation follows the 'mosaic narrative' as an 'extension of ensemble film', the latter part faithfully follows 'network narrative'. Even in the way of talking about the subject, this animated film uses the way of speaking the mosaic image. Considering the aspectual tendency of cartoons, it can be said that this film derives the meaning of 'humor' or 'satire' in an open way. If the first half refers to 'the ambiguous routine of modern man', the latter half draws a profound theme called 'the reality of human selfishness in modern society'. is a film for a wide range of social criticism designed for adults who can interpret meaning.

• Journal of The Korean Association For Science Education
• /
• v.20 no.4
• /
• pp.582-598
• /
• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• The Korean Journal of Air & Space Law and Policy
• /
• v.29 no.2
• /
• pp.55-86
• /
• 2014

The U.S. General Aviation Revitalization Act of 1994 (the "GARA") created a statute of repose that bars any claims arising from an aviation product or component more than 18 years after its date of delivery. The statute was enacted to protect general aviation aircraft manufacturers from the excessive product liability costs. The GARA included four exceptions: (a) medical emergency patients, (b) those not on the aircraft, (c) those based on written warranties, and (d) those causally related to a "knowing misrepresentation" made by the manufacturer to the FAA. The GARA also incorporates a provision for revised starting point of reckoning to which any repairs or replacements of an aviation product. This note aimed to discuss General Aviation and GARA in depth including the meaning of statue of repose, its exceptions. The various precedents about GARA were also reviewed in here as well. From the GARA, as a comparative legal issue in aviation product liability, there can be some suggestions for revision of Korean Products Liability Act. First, it seems to be reasonable to regulate the specific statute of repose provisions for various category of products. In GARA, the period of 18 years is reasonable concerning to the average aircraft life. Second, in order to avoid exhausting debate and for the judicial economy, it needs to clarify when the statute begins to run. GARA's 18 year limitation period begins to run on the different date whether it was delivered to its first purchaser or a person engaged in the business of selling the aircraft. Last but not least, proper exceptions should be added into the law for equity matter of the statute of repose does not apply. For example, a manufacturer is not protected by GARA if it knowingly misrepresents certain safety information to the FAA.

• Korean Journal of Microbiology
• /
• v.43 no.4
• /
• pp.298-303
• /
• 2007

Antithrombotic activities of water extract of cheongkookjang and cheongkookjang fermented with green tea or mugwort were evaluated on some antithrombosis related activities in vitro and thrombotic death inhibition in vivo. Cheongkookjang made of white soybean (Glycine max) or black small soybean (Rhynchosia nulubilis) showed potent antioxidative activities. Addition of green tea or mugwort during cheongkookjang fermentation increased the antioxidative activity, cheongkookjang with green tea showed more drastic increase compared with cheongkookjang with mugwort. Nitrite scavenging effects of the cheongkookjang extracts were prominent but the addition of green tea or mugwort seldom increased the scavenging effects. All the cheongkookjang extracts showed strong inhibitory activities on platelet aggregation. The inhibitory activities of cheongkookjang were increased considerably by addition of green tea or mugwort even with low concentration. Plasmin unit as fibrinolytic activity was not affected considerably by addition of green tea. Addition of mugwort decreased the activity transiently at low concentration ($0.3{\sim}1.0%$) but increased again slowly at higher concentration ($1{\sim}3%$). In vitro thrombotic death inhibition test, the antithrombotic activity of cheongkookjang made of black small bean with green tea was higher by about 1.5 times compared to that without green tea. As results, cheongkookjang might inhibit antithrombosis not only by fibrinolytic action but also by inhibition of platelet aggregation and antioxidative action. The addition of functional materials such as green tea or mugwort could increase the antithrombotic function, even at low concentration.