• Journal of Korean Academy of Nursing
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• v.22 no.4
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• pp.589-603
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• 1992

This study investigated a process to estimate the need for nursing staff on the basis of a patient elassification system and the required care needs and activities. The investigation was carried out in the following four steps. Step 1. Patients were classified according to the amount of nursing care need on each shift as class I (mildly ill), class II (mederately ill), class III (acutely ill), and class IV (critically ill). Step 2. Measurement of the direct nursing care hours needed for each patient class, and measurement of indirect nursing care hourse and personal time of the nursing staff. Step 3. Calculation of he total nursing workload in a nursing unit. Step 4. Estimation of the nursing staff needed. The investigation was carried out from July 17th to 30th, during 24hours every other day. The subjects were the patients and the nursing staff on two units of Seoul National University Hospital, Korea. Some of the results from the investigation are as follows : 1) Distribution of patient classification On the neuro surgical (N.S.), the distribution was class I, 22 patient, 3, class II, 27 patients, class III, 26 patients, and class IV, 25 patients, For the orthopedic surgical unit(0.5.), it was class I, 43 patients, class II, 43 patients, class III, patients, and class IV, 3 patients. 2) Direct nursing care hours per day On the N.S. unit, 3.2 hours of direct nursing care were needed for class I, 3.9 hours for class II, 5.1 hours of class III, and 6.2 hours for class IV patients, while 2.0 hours for class I, 2.5 hours for class II, 3.5 hours for class III, 5.0 hours class IV patients were needed on the 0.5. units. 3) Analysis of direct nursing care activities Activities were classified into assessment and observation(47%), medication(38.7%), communiontion(5.1%), exercise(2.4%), elimination and irrigation(1.3%), treatmemt(1.1%), hygiene(0.8%), nutrition(0.8%), and hot and cold compress(0.1%). 4) Average hours of indirect nursing care per day. On the N.S. unit 4.2 hours, and on the O.S. unit, 3.5 hours of RN indirect care was needed. 5) The average personal time used by the of nursing staff was 17 minutes for both RNs and nursing assistants in the N.S. unit, and 32 minutes for both RNs and nursing assistants in the O.S. unit. 6) Estimation of nursing staff needed on two specialized units of a university hospital For the N.S. nursing unit of 43 beds, 31 nursing staff would be indicated. For the 0.5. nursing unit of the same number of beds, 19 nursing staff would be indicated.

• The korean journal of orthodontics
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• v.24 no.1 s.44
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• pp.199-220
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• 1994

This study was conducted to determine the electromyographic features in the perioral muscles of class II division 1 malocclusion with incompetent lips, and to grope the correlation between its activities and craniofacial morphology. Tn this study, 14 subjects with class II division 1 malocclusion with incompetent lips(mean age of 20.5 years) and 20 subjects with normal occlusion(mean age of 23.9 years) were investigated. Electromyographic data were recorded from orbicularis oris, mentalis, buccinator and suprahyoid muscles durig rest lip posture, lip position at sealing, maximum sealing, maximal blowing, maximal biting, sipping milk, sipping and swallowing milk, chewing gum, masticating almond, swallowing almond and phonation utilizing the Medelec MS-25 electromyographic apparatus. Lateral cephalometric radiographs were taken with the mandible in intercuspal position on all subjects. All data were recorded statistically processed. The findings of this study can be summerized as follows : 1. In class II division 1 malocclusion with incompetent lips, the overall augmentations of perioral muscle activities during various functionel movements set for lip sealing were manifested and particular swelling in mentalis activity at rest was detected. 2. On the other hand remarkable diminution of upper lip acitivities at lip sealing movements was drawn. 3. In Class II division 1 malocclusion with incompetent lips, negative correlations existed between the diversity of upper lip activities and upper incisor position and overjet as well in contrast to positive correlations in the lower lip. 4. It was suggested that the abnormal function of lower lip and mentalis muscle contributed somewhat the revelation of the characteristics of Class II division 1 malocclusion.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.38-48
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• 2020

The purpose of this study was to analysis characteristics and changes of epistemic thinking in middle school students on class-argument activities in an argument-based inquiry(ABI) science class. Data was collected from class recording video and activity worksheets of five subjects argument-based inquiry. Results of the analysis of student epistemic cognition characteristics show that experimental data was presented the most as evidence, and depending on the ABI activity, personal experience-based evidence and evidence based on scientific principles were used. As a result of analyzing the changes between claims made before and after class argumentations on five ABI activities in an argument-based inquiry science class, student claim modifications could be classified, according to reasons for the modification, into three types: correcting incorrect claims, clarifying unclear content, and expanding the concept.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.111-117
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• 2023

The aim of this study is to present a practical teaching plan for liberal arts English classes that target foreign students. Foreign learners who do not have Korean language proficiency at the university level may struggle to understand the contents of liberal arts classes conducted by Korean language professors. In this study, six topics were selected (K-culture, Online game, Harry Potter, Disney, Marvel, DC) and topic-centered participatory class activities using various media were developed. A questionnaire was conducted to analyze learners' attitudes toward and perceptions regarding topic-oriented classes. It showed that learners' satisfaction with topic-based classes was high (75%), and the reasons for this high level of satisfaction were the instructors' caring attitudes, the comfortable class atmosphere, and the fun learners had in class. Learners also reported high satisfaction with various participatory class activities (81.9%), citing the learning benefits, their increased interest and motivation, and the efficiency of participatory classes. As globalization continues to increase the number of foreign students in South Korea, the need to develop realistic class plans and various class activities that are suitable for them is becoming more and more urgent.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.393-417
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• 2023

The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

• Journal of Science Education
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• v.38 no.3
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• pp.490-508
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• 2014

The objective of this study is to describe the status of operation of after-school science activities in elementary school and offer suggestions for the activation of such programs by targeting parents who participated in an open class, and examining their recognition of the program. To achieve this, announcement sheets for after-school science activities in 809 elementary schools in Gyeonggi-do were collected to examine the class names, class fees, material costs, and management status of class hours. In addition, 36 parents who participated in an open class were targeted, and their recognition of the program was analyzed using the results of a questionnaire. A draft of the questionnaire was developed by revising and complementing the 2013 customer satisfaction survey of the living science class of the Korea Foundation for the Advancement of Science & Creativity. The final questionnaire was completed by consulting 1 science education professor and 12 Master's candidates in science education for advice on the validity of the questionnaire content and terminology. The collected data were analyzed using a statistical program. Based on the results of the study, the following suggestions are proposed for the activation of after-school science activities in elementary school. First, the needs of education consumers (parents) should be identified and reflected persistently to activate after-school science activities in elementary school. Second, a science program that reflects the demand and choice of education consumers (parents) needs to be developed for the continuous activation of after-school science activities in elementary school.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.155-162
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• 2021

The purpose of this study were to analyze effects of VR-based intervention on daily living skills and class attitudes of students with intellectual disabilities. To do this, 30 students with intellectual disabilities in the second and third grades of middle school were selected for this study and placed three group. A group took part in a class using only VR program, B group participated in experience activities program, and C group got in the intervention program that combine VR program and experience activities on daily living skills. Intervention programs were conducted 4 times in a week for 4 weeks from the fourth week of July to the third week of August and a class time of each class was 50 minutes. Evaluations were carried out in pre- and post-test. The Evaluation data were analyzed by One-way ANOVA and scheffe'. In Result of study, daily living skills of C group was improved more higher than other groups and class attitudes of C group was improved more higher than group B. These results showed that the intervention combining VR program and direct experience activities was more effective than the other methods.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.

• Journal of Korean Library and Information Science Society
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• v.50 no.4
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• pp.359-379
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• 2019

This study aims to suggest the ways to reinforce academic library's supports for users' class·learning activities. For this purpose, this study collected the development plans of academic libraries in Korea, and analysed the plans for supporting class·learning activities. As a result, it is shown that the most libraries emphasized 'expansion of learning material' and marked it on development plan. As subsequent plans, libraries provided the action plans of 'expansion of reading education and reading programs', 'expansion of electronic materials', 'expansion of characterized materials' one after another. This study suggests 'user-centered collection development and expansion of learning materials', 'activation of library services making use of big data', 'enlargement of engagement services for handicapped and foreign students' as ways to strengthen the services of academic libraries to support class·learning activities of users.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.