• Journal of Technologic Dentistry
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• v.39 no.4
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• pp.263-273
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• 2017

Purpose: This study aimed to explore the relations between class distracting factors and class satisfaction of the dental technology students and then provide a primary data to help further related studies and develop educational programs with which instructors can efficiently manage their classroom. Methods: For this study we have conducted a survey started from the beginning of May 2017 to the end of June. The subjects of the survey were Dental Technology students of D-city, K-city, W-city, selected by random sampling method. The questionnaire was self-administrated and 437 valid results were chosen for our analysis among 450 distributed questionnaires. Results: The results of the research was as follows. Firstly, The overall average point of class distracting factors was 2.5 point. The environmental factors were the highest point as 2.59 and as for the subcategories tiredness and drowsiness was the highest point as 2.76. Secondly, The overall average point of class satisfaction turned out 3,88 point and compliance with class and attitude factors gained the highest point as 4.06. Of the subcategories strict roll checking was the highest point as 4.17. Thirdly, As for class distracting factors from general characteristics a statistical significance was shown as follows; 'instructor factor'(p<.01), 'learner factor'(p<.05), 'total class distracting factor'(p<.05) in the area of gender, 'environmental factor'(p<.001), 'total class distracting factor'(p<.01), 'learner factor'(p<.05), 'instructor factor'(p<.05) in the area of gender 'learner factor'(p<.001), 'instructor factor'(p<.001), 'environmental factor'(p<.001), 'total class distracting factor'(p<.01) in the area of class grade, 'environmental factor'(p<.05) in GPA. Fourthly, A statistical significance, a negative correlation (p<.01) were shown between class distracting factors and class satisfaction. Class distracting factor that especially affects the class satisfaction was instructor factor(p<.001) and the explanatory power of the model turned out 14.7%, which was statistically meaningful (p<.001). Conclusion : Results of this study reveal that instructor factor is the key to class satisfaction of the students. So it is crucial that the instructor faithfully prepare for the class to reinforce the students' learning. Additionally further studies should be followed with more subjects and newer perspectives to develop innovative teaching methodology.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.181-193
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• 2017

Purpose: This is a qualitative descriptive study with the purpose of identifyng the health problems and related factors of socially vulnerable school-age children in Seoul, South Korea. Methods: Two focus group interviews and two individual interviews were conducted with eleven participants. They were two class teachers, three school nurses and two daycare teachers working at elementary schools and three social workers and a welfare worker working at community childcare centers. Data were analyzed using qualitative content analysis. Results: The identified psychosocial problems were 'distracting and excessive behavior', 'depression and helplessness,' 'aggression and violent behaviors', and 'internet overdependence'. The revealed physical health problems were 'poor hygiene', 'obesity', and 'gastrointestinal problems'. In addition, the fact that physical and psychosocial problems are closely inter-linked was reaffirmed through practical examples. Meanwhile, socioeconomic, family environmental, social experiential and individual factors were found to affect children's health. Relationships within a family or a peer group and healthy lifestyle were considered critical issues to deal with in order to improve the childrens' health status. Conclusion: It was proved that socially vulnerable school-age children have various physical and mental health problems due to multiple factors. Therefore, it is required to design nursing approaches that help them achieve optimal health status.

• Journal of the Korean Society of Costume
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• v.59 no.7
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• pp.86-99
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• 2009

The audience of the performing arts enacted on the stage appreciate acting of the characters in a play to understand its plot, identify with the characters, and comprehend the message and subject matters of the play. Stage make-up in particular should assist audience in comprehending the story without overpowering or distracting the script. Stage make-up is a crucial means to visualize occupation, class, personality, and age of the characters. Thus it is an essential means in producing a high quality performance. The aim of the study is to examine character-emphasis make-up for a play by reviewing theories on the concepts and methods of the stage make-up. The methodology of the study was to analyze character make-up of the adopted play The Madwoman of Chaillot (La Folle de Chaillot) translated from the original French, as a case study. The technique and features of the character make-up of the play were examined, and functions of each factor of the character make-up depending on a role were also examined. The results of the study are as follows. The stage make-up for creating and expressing a distinctive personality of the characters in a play must integrate environmental factors external to a performance such as lighting and scale of a venue. Moreover the stage make-up must adopt and reconstruct internal factors of the play such as interpretation of the original work, subject matters, interpretation of the script, character analysis based on the discussion with a director, and design setting.

• Journal of Christian Education in Korea
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• v.64
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• pp.203-235
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• 2020

The purpose of this study is to identify the degree of social presence perceived by students and to explore the factors that have affected it after practicing Christian Education classes as synchronous distance course due to Covid-19. It is also to suggest effective ways in the aspects of the design and operation to improve social presence. In order to measure social presence and derive influencing factors, research related to synchronous distance class and social presence is summarized through literature review. The researchers also surveyed 58 students in three courses of Christian education major at a University in Gyeonggi-do and conducted in-depth interviews with 6 students. The main findings are as follows: First, the sense of social presence was moderate, the emotional bond was the lowest by sub-factor, the open communication, the sense of community was moderate, and the mutual support and concentration were the highest. Second, factors that had a positive impact on the sense of social reality were group activities, selfintroduction activities, active participation in classes, mutual communication such as Q & A or response to peer learners' opinions during lectures by professors, questions, feedback, etc, and having a smaller number of students. Factors that had a negative impact on the perception of social presence were lack of private conversations, poor participation in classes, lack of communication with each other, and difficulty concentrating. The causes of these negative factors were technical problems and limitations arising from zoom, inconvenience and distracting surroundings, lack of time, and psychological awkwardness. Reflecting the results of the study, orientation to effective synchronous distance course, guidance on smooth communication methods, strengthening the role of professors to promote learning, strengthening group activities and learner-centered activities, and proposing a smaller scale of students were ways that are offered to improve the sense of social presence in synchronous distance courses.