• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.592-601
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• 2022

This study was attempted to suggest future directions for nursing ethics education by analyzing research trends related to ethical conflicts among nurses and the current status of nursing ethics education. In four domestic databases, it was searched as a combination of words 'nurse', 'ethics', 'moral', 'bioethics', 'conflict', 'sensitivity', 'dilemma', 'issue', and 'value'. As a result, 591 papers were confirmed from 2000 to December 2021, of which 111 papers were finally analyzed. The status of nursing ethics education was analyzed for 184 out of 203 schools that operated a four-year bachelor's degree program registered with the Korean Accreditation Board of Nursing Education. As a result of the study, the number of studies related to ethical conflicts among nurses steadily increasing, and quantitative studies on nurses in general hospitals were the most common. The main keywords were identified as moral sensitivity, moral agony, ethical dilemma, and biomedical ethics awareness. Nursing ethics education was operated by 68% of universities as a major subject, and more than half of universities opened it in the first and second grades with one or two credits. As a result of this study, ethical conflicts experienced by nurses are increasing according to social change. Therefore, it is necessary for universities to further expand the proportion of nursing ethics education and to establish an educational model for each grade level for the continuity of the educational effect.

• Journal of the Korean Society of Radiology
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• v.17 no.1
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• pp.131-139
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• 2023

In this study, we are purposed to find the educational effect of practical training using a 3D printed structure-based blind box on multidimensional radiographic image interpretation. The subjects were 83 (male: 49, female: 34) 2nd year radiological science students who participated in the digital medical imaging practice that was conducted for 3 years from 2020 to 2022. The learning method used 3D printing technology to print out the inside structure of the blind box designed by itself. After taking X-rays 3 times (x, y, z axis), the structure images in the blind box were analyzed for each small group. We made the 3D structure that was self-made with clay based on our 2D radiographic images. After taking X-rays of the 3D structure, it was compared whether it matches the structural image of the blind box. The educational effect for the practical training surveyed class faithfulness, radiographic image interpretation ability (attenuation concept, contrast concept, windowing concept, 3-dimensional reading ability), class satisfaction (interest, external recommendation, immersion) on a 5-point Likert scale as an anonymous student self-writing method. As a result, all evaluation items had high positive effects without significant differences between males and females. Practical education using blind boxes is a meaningful example of radiology education technology using 3D printing technology, and it is expected to be used as content to improve students' problem-solving skills and increase satisfaction with major subjects.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.3
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• pp.320-330
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• 2018

This study analyzed the curriculum and clinical practicum of the department of clinical laboratory science in Korea. The 2017 educational curricula of all 3-year and 4-year universities were analyzed. Clinical practice was conducted by a questionnaire. As a result of curriculum analysis, the 3-year curriculum was able to grasp the curriculum that focused on the national examinations of medical technologists, and the 4-year curriculum was open to a variety of subjects reflecting the changes in the future, but only at a few universities. In addition, the autonomous enrollment application made it possible to take a national examination without enrolling in courses that students find difficult in major courses. In the case of clinical practice, it was difficult to standardize in various practical institutes, practice periods, and practice credits. Therefore, it will be necessary to standardize the composition of the credits according to the duration of clinical practice and the duration of education. Moreover, is necessary to revise the curriculum in consideration of medical technologist job analysis and clinical field, and it will be necessary to standardize the curriculum and clinical practice model through the Medical Technologist Evaluation Center.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.8
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• pp.1325-1334
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• 2013

The purposes of the study were to assess the multicultural competencies and to identify potential barriers toward improving multicultural competencies of food and nutrition majors at the university level. A total of 500 students were surveyed and 457 responses were analyzed for the study. The multicultural competencies, based on a literature review, included food culture knowledge, multicultural attitude, and multicultural skills. Approximately half of the respondents took a food culture class as a college course. The food and nutrition majors showed positive multicultural attitudes; however, food culture knowledge scores for traditional Korean food culture and 11 other food cultures remained low (average score: 63.7 out of 100 points). In addition, familiarity with cultural foods and knowledge of food-related cultures were not necessarily related. As a result of factor analysis, multicultural skills, required for dietitians, were classified into three factors: professional skills, food preparation skills, and communication skills. Overall, students rated their professional skills the highest and communication skills the lowest. Multicultural attitudes and skills increased with school years, and students who took a food culture class showed significantly higher multicultural attitudes and knowledge scores compared to their counterparts. Economical issues, lack of time, and lack of opportunities for learning multicultural competencies in majors and experiencing different cultures were highly rated potential barriers for improving multicultural competencies. Our research indicates that food and nutrition educators should review their curriculums to incorporate content that encourages food and nutrition majors to learn about other food cultures and improve their multicultural competency. These skills will be critical for food and nutrition professionals in the multicultural age.

• Cartoon and Animation Studies
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• s.43
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• pp.285-320
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• 2016

Cartoons and Animation are convergent arts created with a composite application of language arts described in the form of literary texts and sounds, plastic arts visualized in the form of artistic paintings, and film arts produced in the form of moving pictures. An academic university major in cartoons and animation studies established in late 20th century however, did not satisfactorily meet the needs in academic research and development and the free expression of artistic creation was limited. In order to systematize the major in cartoons and animation studies, an convergent approach to establish and clarify following are in demand : the terms and definitions, the historical developments, the research areas and methods, the major education and related jobs and start-ups. New culture and arts industries including cartoons, animation, moving images, and games contents are not yet listed in the industries listing service jointly provided online by the portal site Naver.com and Hyung-Seol publishing company. Above all, cartoons and animation are inseparably related to each other that even if one uses the term separately and independently, the meaning may not be complete. So a new combined term "Animatoon" can be established for the major in cartoons and animation studies and also used for its degree with concentrations of cartoons, animation, moving images, games, and etc. In the Introduction, a new combined term Animatoon is defined and explained the use of this term as the name of the major and degree in cartoons and animation studies. In the body, first, the Historical Developments classified Animatoon in the ancient times, the medieval times, and the modern times and they are analyzed with the help of esthetics and arts using examples of mural frescos, animal painting, religion cartoons, caricatures, cartoons, satire cartoons, comics, animation, 2 or 3 dimensional webtoons, and K-toons. Second, the Research Areas of Animatoon reviewed the theories, genres, artworks, and artists and the Research Methods of Animatoon presented the curriculum that integrated the courses in humanities, science technologies, culture and arts, and etc. Third, the Major Education considered Animatoon education in children, young adults, students of the major and the Related Jobs and Start-Ups explored various jobs relating to personal creation of artwork and collective production of business-oriented artwork. In the Conclusion, the current challenges of Animatoon considered personalization of the artists, specialization of the contents, diversification of the types, and liberalization of the art creation. And the direction of improvement advocated Animatoon to be an academic field of study, to be an art, to be a culture, and to be an industry. The importance of cartoons and animation along with videos and games rose in the 21st century. In order for cartoons and animation to take a leading role, make efforts in studying Animatoon academically and also in developing Animatoon as good contents in the cultural industries.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.11
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• pp.3514-3523
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• 2009

Before 1990's, Korea had only few colleges that had film and film related majors. As Korean film industry started its marvelous improvement in both commercial and artistic phase, many colleges were interested in this new academic field. They hurried up to launch this new and profitable major; as a result, Korea now has more than hundred colleges and universities that has film related majors. Each college enumerates numbers of academic courses that may look reasonable; they have almost every course a fine film school should provide such as film theory, production, and performance in film. Lots of film schools offer lots of film courses; and they look alike. One unique thing in film major is its vast sub fields and categories. After you decide to study film, you have to select what specific field in film you want to study. Studying film theory and film production can be as different as majoring physics and physical education. The problem Korean colleges are dealing with is that there are too much film schools, and moreover those colleges have similar curriculums that just look like a department store that sells everything. One suggestion is specializing its curriculum in which the school can take advantages using their special conditions. San Francisco Art Institute is one of United States well known private film schools, but many people remember this school as a specialized film school in experimental film. San Francisco where this school is located has had many liberal and experimental artists as the city has been supporting and offering them an environment they can concentrate their work. Naturally, the school has world famous faculty members in experimental film, and students who want to study and make experimental film come to this school from all over the world because they know this school would be the best to study experimental film. There are many film schools in metro Los Angeles area; since its location near Hollywood, no wonder these schools concentrate on film producing and film production. They take advantage of their geographical location to hire film industry professional and to focus on commercial feature film productions. What we can do now to adjust the curriculum in film and film related major in Korean colleges is to adapt new standards in this changed film industry. One school can emphasize digital production while another school focuses on digital intermediate process. But if one school tries to both fields or all fields of film major just like we have done so far, the school could not take care of all the equipment and the faculty that the fields would need. Korean film schools should devide the field in film major and concentrate what they selected. Selection and concentration can be and should be applied in Korean film schools.

• Korean Journal of Community Nutrition
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• v.9 no.2
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• pp.191-203
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• 2004

This study was performed to compare the foodservice management practices in the employee feeding operations of Jeonnam and Chungchong area. Questionnaires were developed and mailed to 160 dietitians with management in employee foodservice of Jeonnam and Chungchong area. Completed questionnaires were received from 124 dietitians with a response rate of 77.5%. The results of this study can be summarized as follows:. Age, work experience, concurrent position and work time of dietitians were significantly higher in the Chungchong area than those in the Jeonnam area. Times of meals and amount of meals served per day in the Chungchong area were significantly higher than those in the Jeonnam area. The type of menu by foodservice operation was high non-selective menu in both areas, especially non-selective menu was high in self-operated place whereas selective menu was high in contract management. Period of cycle menu was 10-15 days in Jeonnam area, but that was 7 days in Chungchong area and so cycle menu of both areas was significantly different (p ＜ 0.001). Most considerable factor in menu planning was preference in Jeonnam area and was cost in the Chungchong area. Food purchasing method was used mostly by automatic computerized order in the Jeonnam area whereas telephone or mail order was high in the Chungchong area.

• Journal of Intelligence and Information Systems
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• v.16 no.3
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• pp.121-145
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• 2010

University timetabling depending on the educational environments of universities is an NP-hard problem that the amount of computation required to find solutions increases exponentially with the problem size. For many years, there have been lots of studies on university timetabling from the necessity of automatic timetable generation for students' convenience and effective lesson, and for the effective allocation of subjects, lecturers, and classrooms. Timetables are classified into a course timetable and an examination timetable. This study focuses on the former. In general, a course timetable for liberal arts is scheduled by the office of academic affairs and a course timetable for major subjects is scheduled by each department of a university. We found several problems from the analysis of current course timetabling in departments. First, it is time-consuming and inefficient for each department to do the routine and repetitive timetabling work manually. Second, many classes are concentrated into several time slots in a timetable. This tendency decreases the effectiveness of students' classes. Third, several major subjects might overlap some required subjects in liberal arts at the same time slots in the timetable. In this case, it is required that students should choose only one from the overlapped subjects. Fourth, many subjects are lectured by same lecturers every year and most of lecturers prefer the same time slots for the subjects compared with last year. This means that it will be helpful if departments reuse the previous timetables. To solve such problems and support the effective course timetabling in each department, this study proposes a university timetabling support system based on two phases. In the first phase, each department generates a timetable template from the most similar timetable case, which is based on case-based reasoning. In the second phase, the department schedules a timetable with the help of interactive user interface under the timetabling criteria, which is based on rule-based approach. This study provides the illustrations of Hanshin University. We classified timetabling criteria into intrinsic and extrinsic criteria. In intrinsic criteria, there are three criteria related to lecturer, class, and classroom which are all hard constraints. In extrinsic criteria, there are four criteria related to 'the numbers of lesson hours' by the lecturer, 'prohibition of lecture allocation to specific day-hours' for committee members, 'the number of subjects in the same day-hour,' and 'the use of common classrooms.' In 'the numbers of lesson hours' by the lecturer, there are three kinds of criteria : 'minimum number of lesson hours per week,' 'maximum number of lesson hours per week,' 'maximum number of lesson hours per day.' Extrinsic criteria are also all hard constraints except for 'minimum number of lesson hours per week' considered as a soft constraint. In addition, we proposed two indices for measuring similarities between subjects of current semester and subjects of the previous timetables, and for evaluating distribution degrees of a scheduled timetable. Similarity is measured by comparison of two attributes-subject name and its lecturer-between current semester and a previous semester. The index of distribution degree, based on information entropy, indicates a distribution of subjects in the timetable. To show this study's viability, we implemented a prototype system and performed experiments with the real data of Hanshin University. Average similarity from the most similar cases of all departments was estimated as 41.72%. It means that a timetable template generated from the most similar case will be helpful. Through sensitivity analysis, the result shows that distribution degree will increase if we set 'the number of subjects in the same day-hour' to more than 90%.

• Journal of Korean Academy of Dental Administration
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• v.5 no.1
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• pp.22-30
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• 2017

Objective: The purpose is to study the factors to impact on the satisfaction of field practice among dental hygiene students and to provide the basic data for the quality improvement of the field practices for dental hygiene students. Methods: A self-reported questionnaires were filled out by 108 dental hygiene students in C city. Questionnaires were composed with the general characteristics, satisfaction to major, and satisfaction to field clinical practice. The data was analyzed by chi-square statistics using SPSS 20.0 program. Results: The higher satisfaction to communication with professor or seniors in department was associated with the higher satisfaction to field clinical practice (p<0.05). The higher satisfaction to field clinical practice hours per week was associated with the higher satisfaction to field clinical practice (p<0.05). The higher interest to major subjects and the satisfaction to the laboratory environment were associated with the higher satisfaction to field clinical practice (p<0.05). Conclusions: The higher satisfaction to major was associated with the higher satisfaction to field clinical practice. Therefore, the systematic curriculum development is needed to improve the satisfaction with major and clinical practice.