• Korean Journal of Social Welfare
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• v.45
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• pp.341-373
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• 2001

This study seeks to identify the reform of vocational education plans so as to bring about a seamless transition from school to work. It puts forward a number of suggestions based upon an analysis of vocational education policies in Korean and U.S. schools, concerning the government's role, partnerships between education and industry, the educational system, curriculum and work-based learning. First, not only government initiatives but also close partnerships between education and industry are essential to help vocational education in school the transition to employment. Education and industry should work closely together to standardize certificate related skills and to have these skills reflected in the curriculum. Also the government should strive to provide guidelines for work-based learning and formulate standards for supervision and evaluation. Second, to facilitate the school to work transition, comprehensive schools should be promoted so that students have access to a greater ranger of vocational education. At the same time, an assessment system that certifies a mastering of the basic skills of those who undergo the education should be introduced, and it should be related to earn these certificates. Third, standardized vocational skills should be included in the curriculum so that students can acquire skills that are useful for industry. All the students in vocational and general high schools should have access both to general education, the foundation for lifelong learning and for employ ability, and to basic occupational skills which empower students in dealing with rapid changes of technology. Also a range of specialized vocational curricula should be offered so that students can opt for more specialized occupations; and they can select careers appropriate to their capability. Fourth, so that all students to have the opportunity to take part in work-based education, which is closely related to employment, various work-based learning programs should be offered to meet the needs of students and their educational conditions. Companies should for their part train students thoroughly in accordance with the standards of work-based education. In addition, supervisors should be stationed both in schools and companies in order to administer the students' work-based learning.

• Korean Journal of Optics and Photonics
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• v.13 no.5
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• pp.449-454
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• 2002

We have studied the effects of incoherent pumping on EIA at the transition between the $F_g=2$ ground state and the $F_e=3$ excited state in $^{85}Rb\;D_1$-line. Generally, the studies about EIA have been done in the cycling transition, where the population has no loss to other states. In the case of EIA by using the $^{85}Rb\;D_1$ transition line, the population is transferred to the other hyperfine state due to optical pumping. We incoherently pumped the atoms from $F_g=3\;to\;F_g=2$ with the pumping beam, which is resonant at the transition from $F_g=3\;to\;F_g=2$. We were able to observe the effects of incoherent pumping depending on the power and the polarization of the pumping beam.

• Journal of Korean Clinical Nursing Research
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• v.25 no.3
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• pp.237-250
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• 2019

Purpose: The aim of this study was to investigate the satisfaction of newly graduated nurses with educational programs and their experiences in role transition. Methods: Data were collected from November 1 to December 15, 2018 and 483 new graduate nurses working at 15 tertiary hospitals and 10 general hospitals participated. For data collection, self-report questionnaires including the Casey-Fink Graduate Nurse Experience Survey tool and satisfaction with education were used. Data were analyzed using descriptive statistics, t-test, and one-way analysis of variance. Results: Satisfaction with education ranged from 3.09 to 3.27, and satisfaction with preceptors was 3.45(maximum 4). The skill that new nurses ranked as most difficult during the first 3 months was charting/documentation, and throughout a whole year, the top 4 difficult skills were cardiopulmonary resuscitation/emergency response, ventilator care, end-of-life care, and prioritization/time management. In comfort/confidence, new graduates felt most comfortable with support and least comfortable with patient safety. More than 50 percent of new graduates experienced stress during role transition, and the most frequently experienced stressors were related to job performance and personal life. Levels of satisfaction with education and comfort/confidence differed according to the hospital type and number of preceptors for new nurses. Conclusion: In order to facilitate the transition of new graduate nurses to professional nurse, an extended period of education, systematic and standardized transition programs, and continuous support during the first year of practice are required.

• Transactions on Electrical and Electronic Materials
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• v.13 no.6
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• pp.297-300
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• 2012

Lead-free (1-x)$(Na_{0.5}K_{0.5})NbO_3-xLiNbO_3$, i.e., NKN-LNx (x=0.0, 0.1, 0.2, 0.3, 0.4 mol) was prepared using the conventional solid state reaction method. The effects of LN mixing on the ferroelectric properties of NKN-LNx ceramics were studied using a dielectric constant and P-E (Polarization-electric field) measurements. Ferroelectricity was observed in the composition for x approximately varying between 0.0 and 0.4. Minimum remanent polarization $2P_r=5C/cm^2$ was achieved in the composition for x = 0.2. The ferroelectric phase transition temperature $T_C$ increased with increasing LN content. The ferroelectric phase transition of NKN-LNx ($x{\geq}0.1$) is a second-order phase transition, and that of NKN-LNx ($x{\leq}0.2$) is a first-order phase transition. These results indicate that the ferroelectric phase transition temperature of NKN-LNx change from that of second-order to weak first-order phase transition according to the LN content.

• The Korean Journal of Franchise Management
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• v.10 no.4
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• pp.43-52
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• 2019

Purpose: As a research on the effects of the characteristics of franchise educational institution and contents on the educational transition, commitment, and recommendation intention, this study aimed to suggest the basic data that could be used for the performance of educational training of franchise headquarters, and also to suggest an empirical research helpful for the development of actual educational system and the operation of curriculum for franchise educational institutions. Research design, data, and methodology: This study selected the trainees who recently completed the training in a franchise educational institution as the samples. The survey was conducted for 20 days from October 1st to October 20th 2018, targeting total 230 people, and total 207 questionnaires were collected (Missing value 23). To verify the validity of the measurement tool used for this study, this study reviewed the factor loading of each factor by conducting the confirmatory factor analysis(CFA), and then verified the average variance extracted(AVE) and the composite construct reliability(CCR). Lastly, the structural equation model(SEM) was verified based on the research hypotheses and research model. The SPSS Win Ver. 20.0 & AMOS 20.0 were used for every analysis of this study. Results: The results of this study could be summarized as follows. First, the reputation and interaction of the characteristics of franchise educational institution had significantly positive(+) effects on the educational transition. Second, all the sub - variables of educational contents such as job relevance, education method, and instructors' professionalism had positive(+) effects on the educational transition while the educational transition had positive effects on the organizational commitment, career commitment, and job commitment. Lastly, the organizational commitment and job commitment had positive(+) effects on the recommendation intention. Thus, the trainees with higher organizational commitment and job commitment in a franchise educational institution, showed higher intention to recommend the educational institution to others. Conclusions: The results of this study imply that the franchise educational institutions could increase the actual performance of education such as educational transition, commitment, and recommendation intention by increasing interactions within educational institutions and also designing effective educational contents, so that the trainees could highly perceive the educational transition of education.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.2
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• pp.156-166
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• 2022

Purpose: The purpose of this study was to identify factors that can affect transition shock in newly-graduated nurses. Methods: The first descriptive written survey was conducted on 450 graduate students from five nursing colleges. After their employment, the second survey was conducted on 316 participants who had responded to the first survey. A total of 158 respondents were used for the final analysis. Data were analyzed using an independent t-test, ANOVA, Tukey test, Pearson's correlation coefficient, and hierarchical multiple regression analysis with the SPSS Win 25.0 Program. Results: The average age of the participants was 24.25±4.47. Of the participants, 126 (79.8%) were satisfied that they had majored in nursing. The average score for transition shock was 2.61±0.55 points. Factors influencing the transition shock of newly-graduated nurses were the working department, working period, and working environment. The more positively the newly-graduated nurses perceived the nursing work environment, the less of a transition shock they experienced. Grade point average, clinical competence, confidence in performing core nursing skills, and nursing professionalism did not affect their transition shock. It could be confirmed that there is a gap between college nursing education and the clinical field. Conclusion: In order to reduce the transition shock of newly-graduated nurses, it is necessary to improve the nursing work environment and apply educational and emotional support strategies according to the characteristics of each work department and the period of work.

• The Mathematical Education
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• v.53 no.1
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• pp.93-110
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• 2014

Algebra deals with so general properties about number system that it is called as 'generalized arithmetic'. Observing students' activities in algebra classes, however, we can discover that recognition of the generality in algebraic proofs is not so easy. One of these difficulties seems to be caused by variables which play an important role in algebraic proofs. Many studies show that students have experienced some difficulties in recognizing the meaning and the role of variables in algebraic proofs. For example, the confusion between 2m+2n=2(m+n) and 2n+2n=4n means that students misunderstand independent/dependent variation of variables. This misunderstanding naturally has effects on understanding of the meaning of proofs. Furthermore, students also have a difficulty in making a transition from algebraic proof to numerical cases which have the same structure as the proof. This study investigates whether middle school students can recognize dependent generality and make a transition from proofs to numerical cases. The result shows that the participants of this study have a difficulty in both of them. Based on the result, this study also includes didactical implications for teaching the generality of algebraic proofs.

• Proceedings of the Korean Vacuum Society Conference
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• 2015.08a
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• pp.169.2-169.2
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• 2015

$VO_2$ is a well-known a metal-to-insulator-transition (MIT) material, accompanied with a first order structural phase transition near room temperature. Because of the structural phase transition and the MIT occur near a same temperature, there is an ongoing argument whether the MIT is induced by the structural phase transition. $VO_2$ exhibits a relatively weak anti-oxidization ability and can be oxidized to higher-valence oxides (e.g., $V_4$ $O_7$ or $V_2$ $O_5$) when annealed at a high temperature in an oxygen-rich atmosphere. We fabricated $VO_2$ films on $Al_2$ $O_3$ (0001) substrates using a DC magnetron sputtering deposition process with carefully control the $O_2$ percentage in an atmosphere. X-ray diffraction measurements from the films showed only (0l0) peaks with no extra peaks, indicating b-oriented films. The temperature-dependent local structural properties of $VO_2$ films were investigated by using in-situ X-ray absorption fine structure (XAFS) measurements at the V K edge. XAFS revealed that the structural phase transition was occurred nearly $70^{\circ}C$ for heating process and reproducible. Resistance measurements as a function of temperature (R-T) demonstrated that the resistance of $VO_2$ films was changed by a factor of 4 near $75^{\circ}C$ which was higher than $68^{\circ}C$ reported from a $VO_2$ bulk. We will discuss the MIT of $VO_2$ films, comparing with the local structural properties determined by XAFS measurements.

• Korean Journal of Optics and Photonics
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• v.16 no.4
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• pp.297-303
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• 2005

We present the double resonance optical pumping(DROP) spectra according to the laser power, the polarization combination of lasers, and the alignment of lasers in the transition $5P_{3/2}-4D_{5/2}\;and\;5P_{3/2}-4D_{5/2}$ of $^{87}Rb.$ We observed obviously changing DROP spectrum according to the laser power in the transition $5P_{3/2}-4D_{5/2}$ involved the cycling transition. The laser power effects are attributed to the low optical-pumping-effect in the cycling transition. We observed changing DROP spectrum depending on the polarizations of the lasers. The laser polarization effects are attributed to the changing transition probability according to the polarizations of lasers. We compared the co-propagation with the counter-propagation and the spectral linewidths were 12.2 MHz and 6.9 MHz, respectively.

• Journal of Magnetics
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• v.13 no.4
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• pp.140-143
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• 2008

The magnetic and structural properties of transition metal (Mn, Fe, Co) monolayers on Ta(001) surfaces are investigated theoretically by using the first principles full-potential linearized augmented plane wave method. Mn and Fe monolayers become ferromagnetic on Ta(001) surfaces while Co monolayers becomes non-magnetic. The paramagnetism of Co monolayers is explained by the Stoner theory of magnetism. The magnetic coupling of a transition metal overlayer with a substrate is ascribed to the orbital hybridization between the s and d orbitals of the transition metal.