• Journal of Yeungnam Medical Science
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• v.2 no.1
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• pp.135-147
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• 1985

The authors studied neuroticism, using Eysenck's Maudsley Personality Inventory (MPI), in 3,893 male college students and 1,976 female college students of Yeungnam University. There was significant difference in the mean averages of total neuroticism scores between male and female students, male students scored $13.45{\pm}7.44$, female students scored $16.89{\pm}7.19$. The items relating to (16) Do you sometimes feel happy, sometimes depressed, without any apparent reason? (38) Do you daydream a lot? (1) Do you have dizzy turns? (2) Do you get palpitations or thumping in your heart? and (35) Do you worry about your health? were scored highly in male, and the items relating to (16) Do you sometimes feel happy, sometimes depressed, without any apparent reason? (1) Do you have dizzy turns? (38) Do you daydream a lot? (8) Do you worry too long over humiliating experiences? (9) Do you consider yourself rather a nervous person? were scored highly in female. Three hundreds and ninety eight male students (10.3%) showed seriously high neuroticism scores of 24 or higher, while 256 female students (13.0%) showed high neuroticism scores of 26 or higher. In a comparison between male students in different school grades, freshman showed the highest level of neuroticism scores. Among the psychosocial factors, there were strong tendencies toward higher neuroticism scores in the students who were dissatisfied with their colleges or departments, and who had pessimistic views of self-image in the past, present, or future in both groups. The male students whose educational fees were paid by their parents, and whose spending money per month was under 10,000 won, showed higher neuroticism scores. The female students whose educational fees were paid by their brothers or sisters, and whose maturation locations were U-P, and who resided in dormitory or other residencies, showed higher neuroticism scores.

• Journal of Practical Agriculture & Fisheries Research
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• v.23 no.1
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• pp.89-104
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• 2021

Based on the TF-IDF weighted value that evaluates the importance of words that play a key role, the semantic network analysis(SNA) was conducted on the self-introduction letter of freshman at Korea National College of Agriculture and Fisheries(KNCAF) in 2020. The top three words calculated by TF-IDF weights were agriculture, mathematics, study (Q. 1), clubs, plants, friends (Q. 2), friends, clubs, opinions, (Q. 3), mushrooms, insects, and fathers (Q. 4). In the relationship between words, the words with high betweenness centrality are reason, high school, attending (Q. 1), garbage, high school, school (Q. 2), importance, misunderstanding, completion (Q.3), processing, feed, and farmhouse (Q. 4). The words with high degree centrality are high school, inquiry, grades (Q. 1), garbage, cleanup, class time (Q. 2), opinion, meetings, volunteer activities (Q.3), processing, space, and practice (Q. 4). The combination of words with high frequency of simultaneous appearances, that is, high correlation, appeared as 'certification - acquisition', 'problem - solution', 'science - life', and 'misunderstanding - concession'. In cluster analysis, the number of clusters obtained by the height of cluster dendrogram was 2(Q.1), 4(Q.2, 4) and 5(Q. 3). At this time, the cohesion in Cluster was high and the heterogeneity between Clusters was clearly shown.

• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.293-302
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• 2016

It is the latest fashion of interesting with software education in public school environment and also consider as high priority issue of curriculum for college freshman with programming 101 courses. The block-based programming tool is used widely for the beginner and provides several positive features compare than text-based programming language tools. To measure quality of programming code elaborately which is based script language, it is need to very tough manual process. As a result the previously research related with evaluation of block-based script code has been focused very simple methods in which normalize the number of blocks used which is related with programming concept. In such cases in this, it is difficult to measure structural vulnerability of script code and implicit programming concept which does not expose. In this research, the framework is proposed which enable to measure and evaluate quality of code script of block-based programming tools and also provides method to find of vulnerability of script code. In this framework, the quality metrics is constructed to structuralize implicit programming concept and then developed the quality measure and vulnerability model of script to improve level of programming. Consequently, the proposed methods enable to check of level of programming and predict the heuristic target level.

• Journal of Korean Academy of Nursing
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• v.10 no.2
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• pp.21-40
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• 1980

In order to take cue of the dying persons and their survivors in a more positive and affirmative atti-tube. and to understand the valuable meaning of and dying. a survey was performed to 550 cases of health care personnels including 116 nursing students. 238 medical students. 137 nurses. and 59 doctors. Samplings were made through census Procedure from the entire group of medical and nursing students in College of Medicine. Chung-Ang University. and of licenced nurses and doctors in Chung-Ang University Hospital. and in Han-Gang Sacred Heart Hospital from the first to the end of march. 1980. These collected data were computerized at KIST by SPSS programming and were statistically analyzed by chi-square test. Through content analysis of the word associated with death and descriptive analysis of the death-re-lated variables. the following conclusion in is reached. First. Total numbers of death-word percieved by health care personnels were 198 kinds. Among them, 40 kinds of words associated with death were responded from than 1% of the total. As to the 10 death related word responded by free word association method. it was revealed that individual average number of death related word was 7.70 word. which came from higher number of words in the senior students (8.96 word) or the graduates (8.10 word) compared with the freshman (6.84 word). Second. In Content specific analysis of the death related word. more frequently perceived types summarized as the following order; the affective context of death. the diseases. the disasters. the religion, the funeral ceremonies. the separation, the drakness. and the life. Third. The most prevalent 10 words associated with death which the the respondents gave response to the the first recalling word. were as following o order； the dieases. the sadness, the vanity. the darkness, the frustration. the suicide. the incurable dieases, the graves. the dead. and the catastrophes. By sex, the diease is outstanding in females, but the vanity is in males. By occupation. the vanity and the dead was frequently observed in student group including senior students. while the incurable dieases presented by doctors. Fourth. In health care personnels. the first perceived ages of death were 11.47 $\pm$3.33 years (8.14- 15.80 years). Among them. senior students were inclined to percept death at the earliest age of life (11.28years). while doctors and nurses perceived death later in their life (12.98 years). Fifth, It is revealed in this survey that the most frequently responded death perceiving motives by health care personnels ar“psychological conflict”and“death of those around them”. Death perceiving motives can be classified in two factors; personality and life circumstances. Sixth It is of interest that only 11.3% health care personnels was found to feel death as inevitable or acceptable event. whereas 58.3% deny or reject it.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.67-92
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• 2011

The meaning of the mentee's experiences who participated in the mentoring program for freshmen of department of early childhood education The purpose of this study was to find the mentee's experiences and the meaning of mentee's experiences who participated in a mentoring program. The participants were 13 freshmen of early childhood education department in a three-year junior college. The data was collected through journal, open questionnaire, interview from March 21st to September 9th in 2010. The data was analyzed by segmenting, primary coding and depths coding. At the first session the mentees experienced complicated feelings, expectation of relationships with their mentors and acquired a lot of information from the mentoring program. Through the whole program mentees learned and executed many things: a time management, a good presentation skill, a reference searching way, preparation for exam, and career management. However, they felt sorry for that there was not informal meeting with their mentors. They thought the experience lucky, which is very difficult to have. So they want to give the experience back to their mentors and future mentees. They suggested advanced mentoring program based on their experiences as well.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5658-5671
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• 2013

This study was to identify the difference of achievement motivation, self-efficacy, self-directed learning across the learning styles after application of the Problem based learning(PBL) in Nursing students. Descriptive survey was performed from march to june, 2009 at a university in Jeju. The participants were 268 in freshman nursing student and PBL was used during one semester. The data from 242 participants were analysed using IBM SPSS 20.0 The results revealed that most nursing students had converger in learning styles. Achievement motivation and self-efficacy were the greatest scores in accommodator and self-directed learning was the greatest scores in converger. However, Achievement motivation, self-efficacy, and self-directed learning were lowest in diverger. Significant positive correlation was found among achievement motivation, self-efficacy, and self-directed learning each other. There were significant difference in achievement motivation, self-efficacy and self-directed learning across learning styles. More research is needed to determine the effects of PBL in nursing education including many variables.

• The Journal of Korean society of community based occupational therapy
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• v.8 no.1
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• pp.45-54
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• 2018

Objective : It is one of the most important job tasks to write to occupational therapist, so I want to apply the writing program to the students who use mobile language as the main communication and to investigate the effect. Methods : This study was conducted with 7 freshman students for a total of 10 sessions, once a week, for 2 hours at a time. In addition, after reading the recommended books, I made a total of two manuscripts with the book report and then carried out the supplementary instruction. Changes in the writing program were made using self - questionnaires and changes in the writing of the manuscripts were confirmed by the number of times. Results : As a result of the self-questionnaire, the participants considered the logical aspect of the writing and the consistency of the writing after participating in the writing program, and after the writing, the grammatical aspect was reviewed and the sentence was revised. In addition, the number of secondary corrections was reduced by an average of 7 times more than the number of primary corrections. Conclusion : In order to create a document which is one of the important tasks for occupational therapist, systematic education will be needed to create a more logical and grammatical error-free article.

• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• The korean journal of orthodontics
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• v.32 no.4 s.93
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• pp.241-255
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• 2002

This study was performed to evaluate horizontal and vertical characteristics according to lateral cephalometry of adult Korean skeletal Class II patients using a selected horizontal and vortical reference planes of Koreans. 60 males and 60 females consisting of freshman of Yonsei University from 1996 to 1997 and patients with history of orthognatic surgery at the Dental Hospital of Yonsei University with a skeletal Class II profile were chosen and compared with 70 males and 70 females with normal occlusion. The skeletal Class R group had the following conditions : 1. Profile composed of a retrognathic mandible or protrusive maxilla; 2. Class II molar and canine key; 3. ANB-greater than $4^{\circ}; 4$. Wits appraisal-greater than 1.0mm; Cephalometric analysis consisted of 22 skeletal, 25 soft tissue, 12 dental measurements. The results were as follows. 1. There was no considerable vortical measurement difference between the skeletal Class II malocclusion group and the normal occlusion group in skeletal analysis. But, some variations were found between the two groups in soft tissue analysis. 2. Mandibular length of the skeletal Class II malocclusion group was smaller than that of the normal occlusion group. Mandible was more posteriorly positioned in the Class II malocclusion group than in the normal occlusion group. 3. The length and antero-posterior position of the maxilla were not different between the Class II malocclusion and the normal occlusion group. 4. The antero-posterior position of the nose, upper lip and maxillary soft tissue, and nasolabial angle were not different between the two groups. 5. Mandibular soft tissue of the Class H malocclusion group was more posteriorly positioned than that of the normal. 6. The vertical measurements of the incisors(U1-HP, L1-HP) were bigger in the Class II malocclusion group than in the normal, but those of the molars(U6-HP, U6-MP) showed no significant difference between the two groups. 7 Classifying the skeletal Class II malocclusion group according to the antero-posterior position of both jaws, normally positioned maxilla and retruded mandible was 43.3%, both normally positioned maxilla and mandible 28.3%, both retruded maxilla and mandible 20.0%..

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.2
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• pp.376-387
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• 1999

Purpose : To provide fundamental data to present further direction of education on Nursing Ethics by investigating the status of Nursing Ethics education performed at 4-year-Colleges of Nursing. Korea. Methods : A descriptive survey study The data collected from 28 universities through a questionnaire to examine the status of Nursing Ethics education in Korea. Results : I. Teaching Nursing Ethics class as a independent subject-6(21.4%) universities. 1) The average of 23.67 hours(2 credits) in the total educational hours. 2) Teaching method-theoretical class, discussion of case study, discussion of related issues, presentation of video tapes and discussion, team education, role play, and submission of reports. 3) Education contents-Nursing profession and ethics, the dignity of human life, necessity of bioethics, ethical theory and refutation, code for nurses, ethical issues between nurses and patients, nurses and co-workers, and nurses and nurses 6 universities 4) 5 universities-Included ethical decision making, artificial insemination, external insemination, artificial abortion, organ transplantation, brain death, human subject of study suicide, and euthanasia. II. Teaching Nursing Ethics as an inclusive theme in other subjects-22 (78.57%) universities. 1) Educated in Introduction of Nursing (14 universities), Nursing Management, Nursing Ethics and Philosophy, Special Nursing, Nursing and Law, and Professional Nursing. 2) Educational course-Taught in freshman level at 14 universities, average 9.32 education hours. Conclusion: Showed not only that universities, not operating Nursing Ethics as a independent class, unreasonably operate and assign too many contents in comparing with its education hours and are likely to become only a cramming education but also professors whose major is not Nursing Ethics presently in charge need to take a chance to supplement their knowledge and teaching method.