• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.503-527
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• 2009

The purpose of this research is to compare and analyze differences in modern 'Hyo' concepts and behaviors between the gifted and the general students of the elementary school. In this study, two groups(the gifted and the general students of the elementary school) were compared, in grade, birth-order, family members, education and religion factors in family, to seek for a better way to teach the Korean gifted students. The results are, as follows. First, the gifted had higher 'Hyo' concepts than the general students, because developments of the gifted in the field of intellect, emotion and will are faster than the general. The gifted had many interests in values and moral decisions. There are no meaningful differences between boys and girls in the gifted group. But in the general group, girls have higher 'Hyo' concepts than boys. This is because girls emotional developments are faster than boys. Second, in the gifted group, 5th graders have higher 'Hyo' concepts than 6th graders. On the other hand, in the general group, there are no meaningful differences between 5th graders and 6th graders. Third, there were no differences between the groups(gifted/general) by birth-order, family members and having religions or not. However, the comparison between nuclear families and large families shows that Korean traditional ethics - 'Hyo' is still in existence as a basic concept in the family, in spite of the changing family size and unit. In addition, in the family with a religion, the' Hyo' concept is revealed stronger than the other group. This is caused by the power of commanding love and affection which are emphasized through religions. From the results of this research, the gifted students of the elementary school have high consciousness concerning 'Hyo' concepts and behaviors. It is very essential for them to improve their 'Hyo' concepts until adulthood. Therefore, teachers and parents should pay more attention to help them improve their senses of Korean traditional morality - 'Hyo'.

• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.497-507
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• 2012

This study aims to verify how the characteristics of organizational supporting unit affect the effectiveness of company-wide HRD Education & Training program. To achieve this objective, we performed an empirical analysis, with the characteristics of organizational supporting unit comprising supervisor's support, job support, and company support as independent variables, and with the level of reaction stage, learning stage, transfer stage, and result stage as dependent variables. Empirical data was collected during the period from August 16, 2011 to September 9, 2011 by sending out questionnaires to employees of 5 securities firms listed on KOSDAQ where online and offline education & training program is running year-round with headquarter in Seoul. A total of 340 questionnaires were sent out three times for the survey, and total of 164 questionnaires were sampled for the final analysis. According to the outcome of the analysis, regarding the first hypothesis that tries to reveal how the characteristics affect the level of reaction stage, it is verified that all of supervisor's support, job support and company support have positive impact on the level of reaction stage with p value less than 0.01. In regard to the second hypothesis that tries to see how the characteristics affect the level of learning stage, it is confirmed that supervisor's support, job support and company support have significant impact on the level of learning stage with p value less than 0.05 or 0.01, respectively. Concerning the third hypothesis that aims to investigate how the characteristics affect the level of transfer stage, it is appeared that all of supervisor's support, job support and company support have positive impact on the level of transfer stage. And lastly, as for the fourth hypothesis that tries to see how the characteristics affect the level of result stage, it is analyzed that supervisor's support, job support and company support have positive impact on the level of result stage with p value less than 0.01. This study reconfirm the outcomes of previous research, which is that the effectiveness of company-wide education & training program depends not only on the contents and quality of education & training program, but also more importantly on the role of organizational supporting unit, and the working environment where what is learned in classroom can be applied to real business. Companies or experts that run education & training program in real world should recognize that the performance of training is dependent more significantly on the characteristics of organizational supporting unit rather than the design or features of education & training program.

• Journal of the Economic Geographical Society of Korea
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• v.19 no.2
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• pp.360-377
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• 2016

Since after the 1986 economic reform policy(Doi Moi), the central highland in Vietnam has transformed into one of the largest coffee producing areas. The transformation had been supported by mass migration of ethnic Kinhs from the coastal lowland. It did not take long for the Kinh migrants to be the ethnic majority in the region. Meanwhile the growth of coffee industry entailed in socio-economic disparity, specially between Kinh migrants and native ethnic minorities. The disparity has becomed obvious not only between coffee farming Kinhs and non-coffee farming ethnic minorities but also between coffee farming Kinhs and ehtnic minorities. The previous literatures highlight the lack of human and social capital and the lagging modernization in ethnic minority societies. However, they fall short in showing the explicit processes why ethnic minority coffee farmers earn less than ethnic majority counterparts. With a case study of Dak Lak province, this research attempts to show the reason why there is income gap between Kinh and ethnic minority Ede coffee farmers by comparing their ways of producing coffee and selling their products. The results show that Ede's land productivity is significantly lower than Kinh's. It is because Ede farmers use less fertilizer due to the shortage of the capital. Also they often get into debt for coffee production and should pay it back right after the harvest. It deprives them of chance to raise earning by selling the coffee beans at a higher price.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.78-98
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• 2011

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.

• Sleep Medicine and Psychophysiology
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• v.13 no.2
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• pp.67-74
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• 2006

Introduction: Excessive daytime sleepiness and cataplexy are key features of narcolepsy. Modafinil is psychostimulant used in the treatment of narcolepsy. In this study, we evaluated effects of modafinil on nocturnal sleep structure and sleep latency in multiple sleep latency test and clinical features. Methods: Twelve narcoleptic patients (7 male, age: $22.9{\pm}2.6\;yrs$) were participated in the study. All of them had done nocturnal polysomnography (nPSG), multiple sleep latency test (MSLT), clinical symptoms scales and have repeated same procedure after taking 200 mg of modafinil. We have done linear mixed model analysis to describe effects of group, medication and nap time on these measures. Results: Modafinil did not affect clinical scales except PSQI which had been reduced after medication. In this study, Modafinil reduced total sleep time, sleep efficiency and increased wake after sleep onset and percent of arousal during sleep in nocturnal polysomnography and prolonged mean sleep latency in multiple sleep latency tests in both group. Discussion: Modafinil has stimulant effect of central nervous system but its effect on night sleep is less than other psychostimulants such as methylphenidate. We ascertained that modafinil affected total sleep time, sleep efficiency and percent of wake during sleep but did not effect on sleep structure. Modafinil was effective in the management of day time sleepiness. Modafinil can enhance alertness of control group without day time sleepiness.

• Sleep Medicine and Psychophysiology
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• v.11 no.1
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• pp.37-43
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• 2004

Objective: The purpose of this paper is to study the possible differences in clinical and polysomnographic findings, depending on the presence or absence of subjective complaints of abnormal sleep behavior, in patients with RWA on polysomnography. Method: We reviewed patient records and polysomnographic data of patients referred to the Sleep Laboratory at Seoul National University Hospital from June 1996 through October 2002. We defined the manifest RBD group (n=32) as patients having both complaints of abnormal sleep behavior and RWA on polysomnography. The latent RBD group (n=20) consisted of patients who exhibited RWA on polysomnography but did not complain of abnormal sleep behavior. The clinical characteristics and polysomnographic findings between the two groups were compared and analyzed. Results: Fifty-two subjects had RWA, as detected by polysomnography (42 males and 10 females, mean age of $55.1{\pm}19.1\;years$). Subjects in the manifest RBD group were significantly older than those in the latent RBD group ($61.59{\pm}13.5$ vs. $44.70{\pm}2.76\;years$, independent t-test, p<0.01). More subjects in the manifest RBD group exhibited abnormal REM behavior on polysomnography than did subjects in the latent RBD group (81.3 vs. 50.0%, Fisher's exact test, p<0.05). No significant differences between the groups were found in the prevalence of brain disorders and primary sleep disorders, gender proportion, and sleep architecture. Conclusion: No difference in sleep architecture was found between the manifest and the latent RBD groups. Only age and the presence of abnormal sleep behavior on polysomnography differentiated the two groups. We suggest that RWA on polysomnography without complaints of abnormal sleep behavior may be early manifestation of manifest RBD. Attention to RWA on polysomnography is necessary to help prevent full-blown RBD from developing.

• Journal of the Korea Society of Computer and Information
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• v.18 no.1
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• pp.167-175
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• 2013

This study set out from the perception that one should develop and activate differentiated programs from those 5 programs of the Health Family Support Center (family counseling program, family education support project, family affinity culture support project, care support project, diversity family support project) on the subjects (n=299) of residents in G metropolitan city by reflecting the levels of family values, communication between family members and family relationship. To achieve the study purposes above, this study devised research questions as follows: Research question 1. What are the levels of local residents for their family values, communication between family members and family relationship? Research question 2. Is there any difference in demanding family support project programs according to the local residents' family values, communication between family members and family relationship? Following are the results of this study: First, the levels were analyzed to be more than the average (on a maximum scale of 5 points) with local residents' family values (M=3.55, S.D.=.664), communication between family members (M=3.65, S.D.=.669), family relationship (M=3.69 S.D=.584) Second, the necessity levels for family values, communication between family members and family relationship of the group below the average as compared with the group over the average was found to be significantly high in family education support project, family affinity culture support project, care support project and diversity family support project except family counseling program. Accordingly, strategic plans for increasing the participation rate for the programs by the Health Family Support Center and activating those programs could be by investigating in advance the levels of family values, communication between family members and family relationship by each program respectively and differentiating the target level for the program by the group, or by giving preference to the group below the average who have high needs of program necessity when making decisions for the participation preference of the programs.

• 대한공업교육학회지
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• v.44 no.2
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• pp.104-122
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• 2019

In the era of the fourth industrial revolution, maker education is drawing attention as a method of student-led education. At a time when interest in maker education is also growing in technology education, figuring out what stage of concern(SoC) a middle school technology teacher is critical to effective implementation. This study analyzed SoC in maker education by layer sampling among 400 middle school technology teachers using Concerns-based adoption model. SoC was then obtained by measuring the origin using the SoCQ and then presenting it as a SOCQ profile. Gender, training experience with two lower variables were analyzed using t verification, working cities, teaching experience with more than three lower variables were analyzed using one-way ANOVA. Studies showed that SoC in maker education of middle school technology teachers showed the most similar characteristics to that of non-users. The difference in concern depending on gender was that male teachers were more concerned in maker education than female teachers. The difference in concern depending on the working city was that teachers working in the township were more concerned in the maker education than teachers working in the large city, and the difference in concern depending on the teaching career was higher among teachers with middle experience than those with low and high experience. There was also a higher stage of concern in maker education than in teachers without training experience. Therefore, it is necessary to provide middle school technology teachers with an introduction to the maker education and various information, teaching, learning and evaluation data to enhance overall concern and to support the use and evaluation of the maker education in the classroom by providing various teacher training and consulting on the maker education in the future. Further, through further study, we should conduct study that analyzes both Stage of Concern, Level of Use and Innovation Configuration, to put in the effort for effective settlement of maker education.

• Korean Security Journal
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• no.61
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• pp.255-283
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• 2019

This study conducted a survey of 315 facility security workers in Daejeon, South Chungcheong Province and Gyeonggi Province for about a week from August 7 to August 13, 2019 to identify the impact of work environment and job stress on job satisfaction, and finally collected 293 of the total 315 parts of the data, excluding non-response and inappropriate responses. The STATA 14.2 Statistical Package Program was used for analysis of the collected data, frequency analysis was performed to determine the distribution ratio of the subjects, and reliability analysis and correlation analysis were performed with respect to the established key variables. Next, t-test and one-way ANOVA were conducted to verify differences in work environment, task stress and task satisfaction factors according to demographic characteristics, and the results were as follows: There were differences in work environment, job stress and job satisfaction recognition depending on demographic characteristics. In detail, the factors for the work environment indicated significant differences in age, academic background, number of years of service, wages and types of service in the recognition of the work environment. Job stress factors indicated significant differences in age, education, wages and types of service in job stress recognition. In job satisfaction factors, age, academic background, number of years of service and wages (monthly benefits) showed significant differences in job satisfaction recognition. In addition, the results of multiple regression analyses to identify the working environment, job stress, and job satisfaction are as follows. The working environment has had a positive impact on job satisfaction, and the better the job environment, promotion and organizational characteristics, the higher the job satisfaction. It has been shown that job stress has had a negative impact on job satisfaction, conflict of relationship (promoting colleagues). job autonomy increases job satisfaction, and job satisfaction decreases when job requirements and job insecurity increase. In terms of the impact of work environment on job satisfaction, the higher the work promotion, job environment and organizational characteristics, the higher the job satisfaction level, the report showed. According to these studies, the better the working environment, the lower the job stress, and the lower the job stress, the higher the job satisfaction. In addition, the better the working environment, the more satisfied the job was found to be, and the empirical research result was verified that improvement of the working environment of security workers can reduce job stress and improve job satisfaction through improvement of the working environment.