• Information Systems Review
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• v.18 no.1
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• pp.57-78
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• 2016

Hacking has raised many critical issues in the modern world, particularly because the size and cost of the damages caused by this disruptive activity have steadily increased. Accordingly, many significant studies have been conducted by behavioral scientists to understand hackers and their practices. Nonetheless, only qualitative methods, such as interviews, meta-studies, and media studies, have been employed in such studies because of hacker sampling limitations. Existing studies have determined that intrinsic motivation was the dominant factor influencing hackers, and that their techniques were mainly acquired from online hacking communities. However, such results have yet to be causally proven. This study attempted to identify the causal factors influencing the motivational and environmental factors encouraging hackers to learn hacking skills. To this end, hacker community members using the theory of planned behavior were observed to identify the causal factors of their learning of hacking skills. We selected a group of students who were developing their hacking skills. The survey was conducted over a two-week period in May 2015 with a total of 227 students as respondents. After list-wise deletion, 215 of the responses were deemed usable (94.7 percent). In summary, the hackers were aware that hacking skills are considered socially unethical, and their attitudes toward the learning of hacking skills were affected by both intrinsic and extrinsic motivations. In addition, the characteristics of the online hacking community affected their perceived behavioral control. This study introduced new concepts in the process of conducting a causal relationship analysis on a hacker sample. Moreover, this research expanded the discussion on the causal direction of subjective norms in unethical research, and empirically confirmed that both intrinsic and extrinsic motivations affect the learning of hacking skills. This study also made a practical contribution by raising the educational and policy response issues for ethical hackers and demonstrating the necessity to intensify the punishment for hacking.

• Journal of Nutrition and Health
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• v.43 no.6
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• pp.607-619
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• 2010

The purpose of this study was to identify the concepts of body image, weight control and food behavior in 520 Korean high school seniors from Seoul and Gyeonggi Province. A questionnaire survey was conducted to investigate body image, concern of weight control, experience of weight control, the first time to try weight control, plan for weight control, reasons of weight control and food behaviors related with weight control. Anthropometric parameters such as weight and height were measured. Finally, data from 497 high school seniors were used for statistical analysis. The results were as follows. Many subjects had misperceptions. Among the subjects who perceived themselves as 'fat', 57.8% were normal weight and 0.5% underweight. Among the subjects who perceived themselves as 'thin', 59.5% were normal weight, 0.9% overweight and 0.9% obese. Girls were more concerned about weight control than boys (4.20 vs. 3.66). Weight loss had been experienced by 61.5% of the subjects and weight gain by 12.8%. First weight control was attempted by 71.3% of the subject at high school and by 28.7% at middle school. The majority of subjects planned for weight control before their freshman year. The boys choose 'health' as the primary reason for weight control, whereas the girls chose 'good appearance'. The total score of food behaviors varied significantly according to BMI. Overweight and obese subjects had more desirable food behaviors than normal weight and underweight subjects (24.00, 24.06 vs. 21.92, 21.52). However, total scores of food behaviors showed no variation according to sex, weight control attempt and body image. In conclusion, the high school seniors had misconceptions about body image and weight control. They were exposed to a high risk of inappropriate weight control and food behaviors. Therefore, proper nutritional education programs need to be developed for high school seniors to prevent nutrition problems related to weight control and to maintain desirable food behaviors.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.111-123
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• 2006

This study was conducted on teachers who currently are teaching 'Technology and Home Economics' in high school, and teaching it alone, as opposed to team teaching. The study examined the teachers' fields of major study relative to their teaching behaviors and levels of confidence and satisfaction while teaching this course. The study also compared teaching behaviors, confidence and satisfaction among teachers who either have or have not participated in training sessions specifically-targeting teachers who are lack of relevant knowledge and skills in a major field. Questionnaires were mailed to high school teachers who were solo-teaching 'Technology and Home Economics' at high schools in Gyeonggi Do. Data from 83 respondents were used for the final analysis. The findings were as follows: First, it was determined that teachers tend to be more active when teaching subjects in which they have majored than subjects in which they have not. Teachers who have majored in home economics were most active when teaching home economics, followed by technology major teachers teaching technology, home economics major teachers teaching technology and technology major teachers teaching home economics, the last group exhibiting the least willingness to teach. Similarly, all teachers exhibited less confidence in areas not relevant to their majors, and confidence especially was lower while teaching practical skills versus theories. Teachers also were found to be less satisfied with teaching subjects outside of their majors. Second, analyzing technology majors currently teaching home economics and comparing those who have and have not participated in training sessions for home economics teaching, we found that 1) technology majors with such training feel that the training experience helped them in preparing various teaching media and in their evaluation of students' understanding of basic concepts and practices; 2) these training programs increased teachers' confidence teaching theories, but not practical skills; and 3) after they had participated in training programs, teachers' satisfaction increased in terms of producing teaching agendas and selecting textbooks and teaching media for their classes. However, training programs were found to have no effect on home economics majors who had participated in technology training programs, in terms of teaching behaviors, confidence or satisfaction teaching technology.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.47-71
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• 2004

Students with learning disability have difficulty with attention and academic achievement Music can be an effective tool to enhance level of participation. The purpose of this study is to examine how much can be structured to enhance the attention span and related academic skills needed to achieve educational goals. The study has implemented structured music therapy sessions for three middle school students with learning disability. They participated in 20 sessions which were 30 minutes in length for ten weeks. The implemented music therapy sessions were designed using songs, playing, and listening to music. In order to test their level of attention, Frankfurter Aufmerksamkeits-Inventar(FAIR) Attention Test is implemented and Conners' Comprehensive Teacher's Rating Scale(CTRS-10) are used on the week before and after music activities. Also videotaping is used so as to analyze how correctly they do their task and how the correctness is changed period by period and to evaluate how often for ten minutes they make an eye contact with their teacher. The conclusions of this study are as follows: Firstly, the organized music activities have a positive affection on improving the attention of three middle school students who have learning disabilities. Fair Attention Test shows that they can do their task with more accuracy than in the previous period. Secondly, three students of this study improved their attention and made an eye contact more often than before this study, which is revealed through the analysis of the pre and post test results evaluated by CTRS-10. The results of the study indicate that structured use of music in various level of activities can help students to enhance attention span and the related academic skills.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.

• Journal of The Korean Dental Society of Anesthesiology
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• v.7 no.1
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• pp.6-12
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• 2007

배경: 소아 진정 치료 시 서로 다른 용량의 chloral hydrate와 hydroxyzine을 복용 후 midazolam을 구강 점막 하 주사했을 때 행동 반응을 비교하였다. 방법: 총 32회 진정법을 통해 치과치료를 받은 30명의 나이 24-72개월, 체중 20 kg 미만의 미국 마취과학회 신체등급 I의 건강하지만 겁이 많고 협조가 안 되는 소아 환자를 대상으로 2개 치아이상의 보존 치료 및 발치를 필요로 하는 환자를 대상으로 하였다. 호흡기 질환이 있는 아이들은 이 연구에서 제외되었다. 연구 계획은 이대 목동 병원의 임상 실험 심사 위원회에 제출되었다. 1군은 chloral hydrate 50 mg/kg와 hydroxyzine 1 mg/kg 복용 후 점막 하 midazolam 0.2 mg/kg을 추가 투여했고 2군은 chloral hydrate 60 mg/kg와 hydroxyzine 1 mg/kg 복용 후 점막 하 midazolam 0.1 mg/kg을 주사 받았다. 50% nitrous oxide는 치료 중 두 군 모두 유지되었다. 전날 수면 시간과 약물 복용 태도를 기록하였으며 모든 치료 과정은 비디오로 촬영되었다. 맥박 산소 계측기를 이용하여 경피적 산소 포화도와 맥박수를 기록하였고 행동 반응은 Houpt scale을 이용하여 매 2분마다 40분 동안 기록되었다. 전반적인 행동 반응은 Houpt scale를 이용하여 평가되었다. 모든 자료는 SPSS 통계 프로그램을 이용하여 two sample independent t-test를 사용하였다. P 값은 0.05 미만인 경우를 통계학적으로 유의하다고 보았다. 결과: 두 군 간의 경피적 산소 포화도와 맥박수는 모두 정상 범위이며 유의한 차이가 없었다. 행동 반응 비교에서는 치료 처음 10분 동안 2군이 1군에 비해 점수가 높게 나왔으며(P < 0.05), 그 외에는 유의한 차이가 없었다. 전날 총 수면 시간과 약물을 복용하는 태도는 수면 치료 중의 행동 반응에 영향을 주지 않았다. 결론: Chloral hydrate 50 mg/kg 복용과 점막 하 midazolam 0.2 mg/kg은 chloral hydrate 60 mg/kg 복용과 점막 하 midazolam 0.1 mg/kg과 비교할 때 두 약물의 조합은 모두 소아 환자 수면 치료시 안전하고 효과적인 용량이다. Overall behavior와 Q (quiet)의 분포를 비교해 볼 때 두 군 모두 성공적인 진정효과를 기대할 수 있다.

• Journal of dental hygiene science
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• v.9 no.5
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• pp.579-586
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• 2009

Prior to the start of the general oral examination, this study was performed using the theory of planned behavior to provide data that would help not only increase intention of industrial workers' dental care utilization after their dental examination, but develop the follow-up oral health programs. As the first research group, 608 workers were selected from the 1016 workers while excluding both 53 workers who were currently undergoing dental treatment and 355 workers who had an opportunity to visit the dental clinic over the previous six months. Among the general characteristics that would influence the 608 workers' intention to utilize the dental clinic within one (1) month, their financial state showed that the higher their financial abundance level, the stronger their intention to visit the dental clinic(p<0.01). It was shown that the attitude toward the dental care utilization related behavior and subjective norm except the perceived behavioral control among the TPB variables had a significant effect on their intention(p<0.01). Among TPB variables, attitude toward the dental care utilization and subjective norm except the perceived behavioral control, were significant correlation with behavioral intention(p<0.01). The structure model's R-square of the attitude toward the behavior, subjective norm and perceived behavioral control having and effect on the intention accounted for 21%. In order to encourage the workers to have positive thoughts about the attitude toward their dental care utilization and subjective norm, therefore, it is required to perform the continued oral health programs, in addi1ion to oral health experts' regular education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.386-395
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• 2021

The purpose of this study was to confirm the relationship between positive psychological capital, professor support, and the career preparation behavior of college students, and to identify the factors influencing the career preparation behavior. The convenience sampling method was used on 180 students from August 30 to October 30, 2020, Data was collected using a structured questionnaire and analyzed by frequency, percentage, mean, standard deviation, t-test, ANOVA, Scheff test, Pearson's Correlation Coefficients, and multiple regression. The research results showed that there were significant differences in positive psychological capital and professor support according to gender, majors, and economic levels. There were significant differences in career preparation behavior according to gender (t=3.52, p<.001), major (F=10.85, p<.001), and career decision (t=4.98, p<.001). There were significant differences in career preparation behavior according to gender, majors, and career decisions. Positive psychological capital (r=.45, p<.001) and professor support (r=.40, p<.001) showed a positive correlation with career preparation behavior. Factors influencing career preparation behavior were majors, career decisions, positive psychological capital, and the explanatory power of these factors was 32.5%. Therefore, effective career and counseling guidance should be planned to increase positive psychological capital according to the major. It is necessary to provide opportunities for exploration of various career options to enable students to select suitable careers or jobs and to set goals, and provide an environment with positive motivation.

• Fire Science and Engineering
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• v.33 no.1
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• pp.147-155
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• 2019

This study was a quasi-experimental research of a non-equivalent control group and non-synchronized design for analyzing the effects of fire safety education on care worker trainees. The subjects of the study were care worker trainees of the S Care Worker Institution: 57 trainees with 28 in the experimental group, and 29 in the control group. The research period was from May 21 to June 14, 2018 and the experiments focusing on fire safety education were performed once per week for a total of four times over the research period. The data were then analyzed using a ${\chi}^2-test$ and t-test. The results showed that fire safety education is an effective source of education for increasing the knowledge on fire safety, attitudes towards fire safety, perceived behavioral control on fire safety, behavioral intention on fire safety, and fire safety behavior in addition to being incredibly useful in practicing fire safety behaviors throughout their daily lives. On the other hand, the subjective norms on fire safety did not show any significant differences. Therefore, this paper suggests a follow-up study that should focus on analyzing the effects of the subjective norms on fire safety.

• Therapeutic Science for Rehabilitation
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• v.8 no.2
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• pp.79-88
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• 2019

Objective : Aphasia interferes with communication between the patient and conversation partner. Adequate communication is essential not only for the patient but also for caregiver education and training Method : This study examined the benefits of parental education and group training in terms of improving the communication of six aphasic patients and their caregivers(family members). Caregiver education provided caregivers with information on stroke and aphasia, and group training was conducted according to the experimental learning cycle. Result : As a result, communication increased in terms of sending and receiving messages or interactive communication. Furthermore, the questionnaire analysis showed that caregivers learned more about aphasia and had confidence in using facilitation strategies. Conclusion : Giving educational opportunities to patients and caregivers promotes caregiver's knowledge and positively interacts.