• Journal of agricultural medicine and community health
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• v.31 no.3
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• pp.275-284
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• 2006

Objectives: This investigation was carried out to understand the status of the urinary incontinence (UI) and overactive bladder (OABs) syndrome of women in a rural region. Methods: The authors conducted a questionnaire survey among the 322 females who voluntarily participated in a health examination, from 16 to 18 August 2001. Using by definition of UI and OABs, we calculated the proportion of UI, OABs I, and OABs II. The data collected was evaluated using the SPSS 12.0 statistical package, and the differences of symptoms and problems related to daily life between UI, OABs patients and the others were analyzed using a Chi-square test or Fisher's exact test. Results: The overall proportion of UI was 35.4%, and stress UI (32.9%) is more common than urgency UI (17.4%) and mixed UI (14.9%). The proportion of OABs I and OABs II were respectively 36.0%, 14.0%. Symptoms related to UI or OABs were nocturia (35.1%), frequency (23.9%), urgency (21.4%) etc. Of the incontinence cases, 27.2% had experienced UI for a period of one to three years. The proportion of OABs increased significantly by age (p<0.05), UI didn't. The most frequent symptoms in UI and OABs were respectively 'slow stream', 'urgency'. The most frequent problem of daily life in UI and OABs was 'seeking toilet firstly at stranger place'. Conclusions: The proportion of UI and OABs in our study were respectively 35.4%, 14.0%. UI and OABs must be very significant health problems in women, especially rural region. Systemic and profound interventions for UI and OABs need to administer to women in Korea.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• 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.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.10
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• pp.1475-1485
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• 2012

This study was conducted in order to understand nutrition teachers (dietitians)' perceptions of barriers to implementation of HACCP system in school foodservices in Gyeongnam, Korea. Questionnaires were distributed to 350 nutrition teachers (dietitians) from November to December of 2009, and 214 were collected and analyzed. The results of this study were as follows. First, nutrition teachers (dietitians) recognized the following as barriers in implementing the HACCP system: 'the status of facilities and utilities'> 'monitoring'> 'work satisfaction'> 'foodservice employees'> 'cooperation of HACCP team'> 'cooperation of persons concerned besides foodservice employees'> 'understanding the HACCP system'. Second, total working experience was found to be the factor most affecting 'cooperation of HACCP team (p<0.01)', 'cooperation of persons concerned besides foodservice employees (p<0.01)', 'foodservice employees (p<0.05)', and 'work satisfaction (p<0.05)'. Further, 'the status of facilities and utilities' was significantly affected by 'construction/reconstruction of kitchen (p<0.01)', 'division of kitchen area (p<0.01)', 'existence of preliminary preparation room (p<0.01)', and 'existence of dishwashing room (p<0.01)'. Third, dietitians perceived the following concerning hindrance factors of the HACCP system according to CCP stage: 'CCP 1'> 'CCP 3'> 'CCP 2, 'CCP 6'> 'CCP 4'> 'CCP 8'> 'CCP 7'> 'CCP 5'. In conclusion, this study showed that nutrition teachers (dietitians) in the Gyeongnam area recognized 'the status of facilities and utilities' from HACCP areas and 'CCP 1 (menu planning)' from CCP stages as the greatest barriers to implementing the HACCP system in school foodservices. To implement the HACCP system successfully in school foodservices, facilities and utilities should be properly equipped, and menu planning training for nutrition teachers (dietitian) should be conducted.

• Journal of Science Education
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• v.35 no.1
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• pp.80-90
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• 2011

The purpose of this study is to investigate manual skills of experimental apparatuses of pre-service elementary school teachers by examining and analyzing the process of experiments conducted by pre-teachers. For this study, 24 pre-service elementary school teachers were selected as the subjects and 4 experimental apparatuses were chosen through analyzing science textbooks from 3rd grade to 6th grade in elementary school. The selected experimental apparatuses were alcohol burner, dropper, microscope, instruments for making a prepared specimen. In addition, a task was carefully chosen to conduct an investigation in real settings and a series of evaluation standards was developed. While 3 subjects conducted experiments in separated and independent space at the same time, 3 collaborators observed the experiment process and recorded whether the subject met the evaluation standards or not, using O, X. The study suggests that pre-service elementary school teachers' manual skills of experimental apparatuses were under far below our projections. Particularly, in case of alcohol burner, the subjects showed lower ability to properly light the burners - which is to brush through the lampwick with fire - and to adjust the height of tripods according to the flame. Also, when it comes to dropper, they were not held the way they were supposed to be. In addition, when designing prepared specimen, the subjects used their hands instead of tweezers and often skipped the process of dripping water drop and wiping water with an oilpaper. Moreover, they did not know how to use a microscope properly so there were many times that they could not focus a microscope, failing to observe the objects. Educational implications are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.6
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• pp.4335-4347
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• 2015

The objective of this study was to investigate $PM_{10}$ and $CO_2$ concentrations in the classrooms of 286 elementary schools in Suwon, Ansan, and Hwaseong in the province of Gyeonggi between August 2008 and December 2012. By gaining an understanding of the environmental factors that influence these concentrations, this study also aimed to establish a management plan for indoor air quality in schools, which substantially affects the health of elementary students. When the schools were classified by region, no statistically significant difference in $PM_{10}$ concentration was observed. However, $PM_{10}$ concentration was relatively high in industrial areas and low in rural areas. No difference in $CO_2$ concentration was observed among the surveyed cities. Analysis of annual $PM_{10}$ concentration showed that the highest values for Suwon and Hwaseong occurred in 2008 and 2009, respectively (p<0.01). In the case of Ansan, the highest concentration occurred during 2009, but the difference was not significant compared to the other years. Analysis of the annual $CO_2$ concentration of each city shows no significant difference among the cities (p-value=0.366,0.730,0.210). According to a time series analysis of $PM_{10}$ and $CO_2$ by season, from autumn 2008 to winter 2012, $PM_{10}$ concentration was high during 2009, then it gradually decreased until 2012, and started to increase again. While no difference in annual $CO_2$ concentration was observed, the concentration had a tendency to be higher in spring and winter than in summer. By analyzing the relationship between $PM_{10}$ and $CO_2$ and the environmental factors (years of construction, average students of classroom, temperature, and humidity), it showed a significant negative correlation was found between $CO_2$ and the environmental temperature and humidity, at -0.329 and -0.188, respectively (p<0.01).

• Journal of radiological science and technology
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• v.36 no.2
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• pp.99-110
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• 2013

In the medical field, the necessity of education growth for the professional Radiation Technologists has been emphasized to become experts on radiation and the radiation field is important of the society. Also, in hospitals and companies, important on thesis is getting higher in order to active and cope with rapidly changing internal and external environment and a more in-depth expert training, the necessity of new teaching and learning model that can cope with changes in a more proactive has become. Thesis writing classes brought limits to the in-depth learning as to start a semester and rely on only specific programs besides, inevitable on passive participation. In addition, it does not have a variety opportunity to present, an actual opportunity that can be written and discussed does not provide much caused by instructor-led classes. As well as, it has had a direct impact on the quality of the thesis, furthermore, having the opportunity to participate in various conferences showed the limitations. In order to solve these problems, in this study, writing thesis has organized training operations as a consistent gradual deepening of learning, at the same time, the operational idea was proposed based on the connectivity integrated operating and effective training program & instructional tool for improving the ability to perform the written actual thesis. The development of teaching and learning model consisted of 4 system modeling, scaffolding, articulation, exploration. Depending on the nature of the course, consisting team following the personal interest and the topic allow for connection subject, based on this, promote research capacity through a step-by-step evaluation and feedback and, fundamentally strengthen problem-solving skills through the journal studies, help not only solving the real-time problem by taking wiki-space but also efficient use of time, increase the quality of the thesis by activating cooperation through mentoring, as a result, it was to promote a positive partnership with the academic. Support system in three stages planning subject, progress & writing, writing thesis & presentation and based on cognitive apprenticeship. The ongoing Coaching and Reflection of professor and expert was applied in order to maintain these activities smoothly. The results of this study will introduce actively, voluntarily and substantially join to learners, by doing so, culture the enhancement of creativity, originality and the ability to co-work and by enhance the expertise of based-knowledge, it is considered to be help to improve the comprehensive ability.

• Childhood Kidney Diseases
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• v.9 no.1
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• pp.38-45
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• 2005

Purpose : The purpose of this study was to analyze the therapeutic effect of plasmapheresis in various pediatric diseases. Methods : Therapeutic plasmapheresis was performed by COBE Spectra centrifugation. Nine cases were included in this study. The number an[;. method of plasmapheresis, together with the progress and prognosis of each case were retrospectively reviewed. Results : The patients' ages ranged from 26 mont]Is to 16 years of age, and the mean age was 9.9 years. There were S males and 4 females. The underlying diseases requiring plasmapheresis included 2 cases of hemolytic uremic svndrome(HUS), 1 case of lupus nephritis, 2 cases of rapidly Progressive glomerulonephritis(RPGN), 1 case of focal segmental glomorulosclerosis(FSGS), 1 case of systemic vasculitis after pulmonary hemorrhage, 1 case of acute renal failure associated with pulmonary hemoIThage, and 1 case of acute rejection after renal transplantation. The average number of plasmapheresis performed was 6.2 times with a range of 3 to 13 times. The patients with HUS, lupus nephritis, ANCA positive systemic vasculitis induced by pulmonary hemorrhage and ARF-associated pulmonary hemorrhage showed a good response to therapeutic plasmapheresis, but the patients with RPGN, refractory FSGS, and acute rejection after renal transplantation were not responsive to treatment. The most common side effect was hypocalcemia which was rarely symptomatic. Vital signs were not compromised. Conclusion : Although it is presumptuous to generalize the therapeutic effects of plasma pheresis in different diseases due to the small number of study subjects, this study shows that plasmapheresis may be an effective therapeutic modality in various pediatrics diseases and should be considered as a therapeutic option.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.809-830
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• 2010

The purposes of this study are to investigate Korean mathematics & science teachers' perception on the special education for the gifted, and to investigate if there are differences on their perception about it among the mathematics & science teachers when their affiliation institutes for the gifted are different. Their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, and science high school. The research problems of this study are as follows. Firstly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, science high school? Secondly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the mathematics teachers, science teachers? For the study, 26 mathematics teachers & 36 science teachers were sampled from the Institutes for the Gifted Education in Busan Metro-city & the Busan Science High School. and then 34-item-questionnaire developed by the author was administered to them. The research results are as follows. Firstly, the question as to participation in special education for the gifted in mathematics & science, the positive answer has been dominant. Teachers who were going to participate in special education for the gifted in mathematics & science have answered affirmatively. Secondly, perception of the organization of a class of the gifted in mathematics & science is very different between the group of institutes for the gifted education in the city office and the group of institutes for the gifted education in the science high school. Thirdly, perception of selection of gifted students for special education for the gifted in mathematics & science is very different between group of the mathematics teachers and group of the science teachers. Fourthly, 46.7% of the total agree with management of the gifted education in the science high school, 46.7% of the total agree with separation of management about mathematics & science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.83-93
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• 2016

This study was conducted to develop a 26-week obesity management program and examine the effects of this program on obesity index (body mass index, fat mass percentage, and triglyceride) and psychological variables, self-esteem, dietary self-efficacy, physical activity self-efficacy, and body image among 46 4th-6th obese elementary school children with a BMI above $20kg/m^2$ using a nonequivalent control group quasi-experimental design (experimental group=23, control group=23). This program included a 12-week intensive course (12 times for group education on obesity, exercise, and nutrition, 36 times for practicing diet and physical exercise, and 5 times for psychological counseling) and a 14-week follow-up course (3 times for group education, 3 times for checking diet and physical exercise, and 1 time for psychological counseling. The collected data were analyzed by the Kolmogorov-Smirnov test, chi-squared test, Fisher's exact probability, t-test, and ANCOVA. There were above normal values in body mass index ($20kg/m^2$), fat mass percentage (15-20%), and triglyceride tolerance ($90mg/d{\ell}$) in experimental group and control group. The body mass index (F=94.869, p<.001), fat mass percentage (F=37.361, p<.001), and triglyceride tolerance (F=7.907, p= .007) were significantly lower, while self-esteem (F=19.661, p<.001), dietary self-efficacy (F=16.942, p<.001), physical activity self-efficacy (F=9.363, p= .004), and body image (F=9.782, p= .003) were significantly higher in the experimental group than the control group after 26 weeks. This study provides evidence that the 26-weeks obesity management program is an effective nursing intervention for managing obesity and psychological variables of obese elementary school children.