• Journal of radiological science and technology
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• v.28 no.1
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• pp.45-53
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• 2005

This study is aimed at analyzing the relationship between personal factors of radiological technologists and their job stressors. For this aim, a survey was conducted by means of 890 questionnaires from the middle of July to the end of August 2003 to the subjects of radiological technologists who are working for 44 general hospitals in 16 cities and provinces across the country. The results of the survey could be summed up as follows: 1. The biggest stressor that affects a radiological technologist personally under the working situation turned out to be position, job satisfaction and physical symptom(p<0.001), while job satisfaction and physical symptom also played an important role in personal relationship(p<0.001). 2. In terms of job conflicts, colleagues, immediate seniors, job satisfaction and physical symptoms appeared to exercise great impact(p<0.001), As for job autonomy, age, position and job satisfaction were known to be heavily influential(p<0.001). 3. With regard to job load, job satisfaction and behavioral symptom turned out to have great influence while, in job stability, position and job satisfaction seemed to be immensely influential(p<0.001). The present study has a limit in that it covers only radiological technologists who are working at the 3rd reference hospitals but excludes those who are working at the first and second reference hospitals. The findings, however, are surely believed to be able to serve as basic data to improve the medical service quality as they will help reduce the stressors of and enhance mental and physical health for radiological technologists who play important roles as teammates with expertise in the medical field. These outcomes could also be referred to in future studies in this area.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.163-180
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• 2019

This study introduces a development of calculus contents which makes to understand the main concepts of calculus in a short period of time and to enhance problem solving and computational thinking for complex problems encountered in the real world for college freshmen with diverse backgrounds. As a concrete measure, we developed 'Teaching and Learning' contents and Python-based code for Calculus I and II which was used in actual classroom. In other words, the entire process of teaching and learning, action plan, and evaluation method for calculus class with Python based coding are reported and shared. In anytime and anywhere, our students were able to freely practice and effectively exercise calculus problems. By using the given code, students could gain meaningful understanding of calculus contents and were able to expand their computational thinking skills. In addition, we share a way that it motivated student activities, and evaluated students fairly based on data which they generated, but still instructor's work load is less than before. Therefore, it can be a teaching and learning model for college mathematics which shows a possibility to cover calculus concepts and computational thinking at once in a innovative way for the 21st century.