• Journal of Korean Home Economics Education Association
• /
• v.22 no.3
• /
• pp.19-36
• /
• 2010

The objective of this study was to measure the critical thinking level of activity tasks included in home economics textbooks published under the 2007 Revised National Curriculum. For this purpose, we sampled 3 kinds of Technology-Home Economics textbooks for 7th graders, selected activity tasks contained in the textbooks, and classified them by type. A total of 93 activity tasks were extracted, and they were analyzed using 9 questions on critical thinking prepared based on Kim Young-jung's '9 Elements and 9 Standards of Critical Thinking.' The results of this study were as follows. First, the total score of the critical thinking level of activity tasks in the home economics textbooks was 66.8, which was not high enough to induce learners' critical thinking. Among the sub-categories of critical thinking, the score was high in order of argumentative thinking(83.9), analytical thinking(78.1), and dialectic thinking(38.3). As in the results, the activity tasks were particularly inadequate for inducing dialectic thinking. Second. in the results of analyzing difference in the critical thinking level according to unit, significant difference was observed among the units. Activity tasks in Units 'Adolescents' Self-management'(77.8), 'Adolescents' Consumption life'(75.2), and 'Adolescents' Sex and Peer Relationship'(71.1) induced critical thinking more effectively than those in other units, but activity tasks in Units 'Clothing and Self-expression' (61. 4), 'Adolescents' Development'(60.0), and 'Adolescents' Nutrition and Meals'(59.6) were inadequate for inducing critical thinking. Third, in the results of analyzing difference in the critical thinking level according to activity task type, the level was high in order of 'Inquiry Activities' (75.7), 'Discussions' (74.6), 'Practical Activities'(65.4), and 'Trials' (50.7), and the differences were significant. That is, among activity task types, 'Inquiry Activities' were most effective in inducing learners' critical thinking and 'Trials' were least effective.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.12 no.6
• /
• pp.111-122
• /
• 2017

This study analyzes the current state of entrepreneurship education and start-up foundations by country in order to find ways to improve the domestic entrepreneurial environment and to promote the recognition of desirable entrepreneurship practices. It also investigates the relationship between entrepreneurship, entrepreneurial will, and the level of opportunity-based entrepreneurships, by using data from the 2016 Global Entrepreneurship Trend Report (GETR). First, the results show the urgent need for the expansion of entrepreneurship education in Korea. In the GETR category of 'experience of entrepreneurship education in elementary, middle and high schools', Korea was ranked very low (19th place), among the 20 countries. In the 'college' and 'lifelong entrepreneurship education' categories, it procured a mid-level ranking (15th). While entrepreneurship education for all ages is being promoted globally, entrepreneurship education for middle-aged individuals in Korea is relatively weak. This implies that the expansion of entrepreneurship education to lifelong education and education for employees and retirees is required. Second, the individual's entrepreneurial intention in Korea was 3.8 points, implying a mid-level ranking (15th), and it ranked the lowest in terms of opportunity-based entrepreneurship (20th). In comparison to China (4.55) and the United States (4.01), the entrepreneurial intention of Koreans was found to be low. The level of opportunity-driven entrepreneurship was also found to be very low, compared to China (4.35), Japan (4.04) and the United States (4.59). In general, the proportion of the level in opportunity-driven entrepreneurship, increases from the factor-driven and efficiency-driven, to the innovation-driven type. In Korea, the percentage of entrepreneurial ventures centered around involuntary entrepreneurship and small businesses is high. It is also interpreted that opportunity-based entrepreneurships are low in number because of this high proportion of involuntary start-up and small businesses. Last, the entrepreneurial intention in all types (factor-driven, efficiency-driven, and innovation-driven) was exceptionally high. It has been confirmed that exposure to all entrepreneurship education (elementary, junior high, university, and lifelong education) in innovation-driven countries, greatly increases entrepreneurial intention. In the case of Korea, which is an innovation-driven country, qualitative improvement based on quantitative expansion of entrepreneurship education is expected to be a major driving force for individuals' entrepreneurial intention to obtain a mid-level ranking (15th).

• Journal of Preventive Medicine and Public Health
• /
• v.21 no.1 s.23
• /
• pp.10-20
• /
• 1988

This study was conducted to compare the maternal charactristics, and birth weight of infants delivered at five different categories of medical facility in Taegu to examine the risk level of pregnant women and children by the medical facility for delivery. The study population included 1,410 pregnant women who delivered a baby at one of nine medical facilities (3 university hospitals, 2 general hospitals, 2 private clinics, 1 midwife clinic, 1 MCH center) in Taegu in April, 1987(April and May, 1987 for K university hospital), Pregnant women were interviewed to ask the age and educational level of woman, payment of medical fee, birth order, delivery method. Birth weight of infant was obtained from medical record. Mean ages of the women delivering at the university hospitals(27.5 years) and at general hospitals(26.7 years) were higher than those at midwife clinic(25.4 years) and at MCH center(26.1 years). Also, mean years of school education were higher in women of university hospitals(12.7 years) and general hospitals (12.2 years) than in women of midwife clinic(9.2 years) and MCH center (9.3 years). The percentages of women covered by the medical insurance were far greater in the university hospitals(78.1%) and general hospitals(82.9%) than in private clinics(44.3%) , midwife clinic(29.1%) and MCH center (5.4%). Infants born at the MCH center were mostly the second birth (47.3%) while 56.0% to 61.7% of infants born at all the other medical facilities were the first birth more women delivering at the university hospitals had history of spontaneous abortion as well as still birth than the women delivering at the other medical facilities. The preform birth rate (11.4%) and low birthweight incidence rates(5.8-13.0%) in university hospitals were significantly higher than those of other medical facilities. Accordingly, c-section rates showed a wide variation among the medical facilities. Study findings revealed that most of women delivering at the university hospitals and general hospitals are in the middle of or upper socio-economic class and obstetrically high risk group regardless of socioeconomic class while the wome delivering at the midwife clinic and MCH center are low risk group of low socioeconomic class. Therefore, the data of a specific medical facility are highly limited in interpretation and can not be generalized.

• Asia pacific journal of information systems
• /
• v.21 no.1
• /
• pp.1-27
• /
• 2011

In an attempt to cope with widespread, dynamic, and accelerating changes in both internal and external business environments, companies often utilize information technologies such as SCM(Supply Chain Management). To date, SCM research has mainly focused on the effects of dynamic factors on SCM success and emphasized adoption strategies and critical success factors. Consequently, the effects of more static factors such as interdependency between SCM partners have been largely ignored. The purpose of this study, therefore, is to examine the effects of both dynamic and static factors on SCM performance by controlling for information quality and partnership quality. The five factors examined in this study include innovative ness, mutual dependency, quality of information, partnership quality, and SCM performance. All factors were examined from the perspective of part suppliers, except the mutual dependency which was examined from two aspects: supplier's dependency on customer and customer's dependency on supplier. Data was collected through five hundred survey questionnaires distributed to the part supplier companies that have implemented SCM systems for at least one year. As a result, a total of 170 valid responses were obtained. A structural equation research model was fitted using SAS 9.1.3 and SMART-PLS 2.0. The results of this study can be summarized as follows. First, innovativeness positively affected SCM information quality. SCM partnership quality, and ultimately SCM performance. The path coefficient between innovativeness and information quality was 0.387, with a t-value of 3.528. Innovativeness also had a positively direct effect on partnership quality. The path coefficient was 0.351 with a t-value of 3.366. The total effect of innovativeness on partnership quality was significant, although its indirect effect on partnership quality by altering information quality was negligible. The total indirect effect of innovativeness on SCM performance by affecting information quality and partnership quality was significant with a p-value of 0.014. Innovativeness played an important role in determining SCM performance. Second, mutual dependency showed no significant effect on SCM information quality. This result contradicts the earlier assertion that the more dependent two companies are, the more accurate and timely the information they exchange ought to be. This study showed that this may not be the case; a partner may provide information of poor quality even when it is strongly dependent on the other. Mutual dependency showed significant effect on partnership quality. However, when the mutual dependency perceived by suppliers was divided into two parts, one being a supplier's dependency on its customer company and the other being a customer's dependency on the supplier, the latter showed a significant impact on the perceived SCM partnership quality. This result indicates that a customer company can hardly improve the partnership quality perceived by suppliers by making them more dependent. It improves only when the suppliers perceive that their partners, typically having more bargaining power, are more dependent on them. The overall effect of mutual dependency of any kind on SCM performance, however, was not significant. Although mutual dependency has been mentioned as an important static factor influencing almost every aspect of cooperation on a supply chain, its influences may not be as significant as it was initially perceived to be. Third, the correlation between information quality and partnership quality was 0.448 with a p-value of less than 0.001. Information quality had a path coefficient of 0.256 to partnership quality with a t-value of 2.940. The quality of information exchanged between partners may have an impact on their partnership quality. Fourth, information quality also had a significant impact on SCM performance with a path coefficient of 0.325 with a t-value of 3.611. In this study, SCM performance was divided into four categories: product quality, cost saving, service quality, and order fulfillment. Information quality has Significant impacts on product quality, cost saving and service quality, but not on order fulfillment. Fifth, partnership quality, as expected, had a significant impact on SCM performance. The path coefficient was 0.403 with a t-value of 3.539. Partnership quality, like information quality, had positive impacts on product quality, cost saving and service quality, but showed no impact on order fulfillment. It seemed that order fulfillment is the hardest category of performance that SCM can satisfy. One major limitation of this study is that it surveyed only the suppliers. To better understand the dual aspects of SCM, it is important to survey both suppliers and the assemblers, especially in pairs. This research, to our best knowledge, was the first attempt to study the level of dependency between the two groups by measuring the dual aspects of SCM and studying mutual dependency from the categories of suppliers and assemblers each.. In the future, a more comprehensive and precise measurement of SCM characteristics needs to be achieved by examining from both the supplier's and assembler's perspectives.

• Journal of Korean Academy of Nursing
• /
• v.4 no.2
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Korean Journal of Poultry Science
• /
• v.35 no.3
• /
• pp.291-302
• /
• 2008

To acquire essentially necessary basic data to establish feeding system by verifying appropriate dietary energy and protein level for the growth of commercial slow growing broiler chicks within the country, two experiments were conducted for 5 weeks. One day old, 1,404 male and female broiler chicks were used for the experiments, and 26 chicks were placed at each pen. The energy level of feed was maintained about 3,000 or 3,100 kg/kcal for whole breeding period of 5 weeks, and protein content was adjusted about 20, 21, and 22% during the first two weeks and the content was adjusted to 18, 19, 20, 21, and 22% from the 3 to 5 weeks old of the experiment. The categories of body weight and feed intake amount were monitored to calculate the productivity and blood sampling was conducted for the analysis at the end of each experiment. Experiment 1:Although the productivity by the ME content difference during $0{\sim}2$ weeks did not have significant difference and the body weight increase by the difference of CP content and feed intake amount did not have much difference, the feed requirement rate was statistically improved in CP 21 and 22% treatment groups compared to the CP 20% group (P<0.05). The feed ME 3,100 kcal/kg treated group during $3{\sim}5$ weeks after starting the experiment revealed to show improved feed requirement rate (P<0.05). Within the period of experiment, the CP 22% treated group resulted to show significant body weight increase compared to the groups treated with low levels of CP (P<0.05) and the feed requirement rate was improved in high CP treated group compared to low CP treated groups, but the feed intake amount did not show significant difference between treated groups. During the experiment period, the body weight increase and feed requirement rate revealed to interact between ME and CP (P<0.05). During the whole experiment period of the 5 weeks, the feed requirement rate was improved in ME 3,100 kcal/kg treated group than the groups treated with ME 3,000 kcal/kg, and the CP (20) 18% treatment groups resulted to show higher values than other treatment groups (P<0.05). Body weight increase was high in CP (22) 22% treated groups than those of CP (21) 21% and (20) 18% treated groups, and the interaction between ME and CP was found at body weight increase and feed requirement rate (P<0.05). Although blood albumin and total cholesterol levels were elevated in ME 3,100 kcal/kg treated group than ME 3,000 kcal/kg treated group, but neutral fat content was reduced (P<0.05). On the other hand, the total cholesterol content was increased in CP (22) 21% treated group than CP (22) 20% and CP (20) 18% treated groups (P<0.05). Experiment 2: The body weight increase in 0-2 weeks was higher in ME 3,100 kcal/kg treated group than ME 3,000 kcal/kg treated group, and it was highly improved in CP 22% treated group than CP 20% treated group by showing the interaction between CP and ME (P<0.05). The significant improvement of feed requirement rate was observed in CP 21% and 22% treated groups compared to CP 20% treated group (P<0.05). The productivity between the growth period from 3 to 5 weeks of age and whole growth period resulted to show no significant difference. Although no difference was observed in blood composition between treated groups, the interaction of ME and CP on cholesterol content was accepted at the range of P<0.05). Therefore, it is considered that the appropriate dietary protein level within feed for the physiology of growing broiler chicks was 22% or more for the first two weeks and protein level of 21% or 20% from 3 to 5 weeks old for the maximization of productivity. Even if the energy level within feed had some partial effects on the productivity, but did not show consistency. So, further experiments needto be conducted by differentiating the energy level.

• Korean Journal of Childcare and Education
• /
• v.7 no.4
• /
• pp.159-182
• /
• 2011

The purpose of this study is to investigate the expertise about the field-university-government cooperation oriented supervision program for child-care center. The research contents for the purpose of this study were to investigate a distributions of the panel's responses on a draft and the adequacy of the items and the convergence of the panel members' responses. This study was conducted in three steps of the Delpi method with a panel consisting of 20 experts. On the first step, we collected opinion of the panel through open-ended questions on a field-university-government cooperation oriented supervision program for child-care center. On the second and third steps, we analyzed the distributions of the panel's responses to the questionnaire with a 4-point rating scales. Finally, we developed 77 items for 2 categories for the field-university-government cooperation oriented supervision program. The results of the analysis for the adequacy showed that most of the items were valid and reliable, and the responses of the panel groups are a high convergence level, except some items.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.103-112
• /
• 2016

The purpose of this study is to investigate secondary science teacher's concepts of good science teaching. To do these, I have developed a questionnaire composed of 32 good teachings on education content, instructional method, instructional environment and atmosphere and assessment categories. 136 secondary science teachers have participated in the questionnaire and were requested to show agreement. Additionally, they were requested to describe the best science teachings that they have experienced. Results are as follows: First, the best science teaching that science teachers thought is a teaching that is in full accord with students' level in education content category, a teaching with an energetic interaction in instructional method category, a teaching in a trustful atmosphere in instructional environment and atmosphere category, a teaching in which students could learn something through a teaching-related assessment in assessment category. Second, secondary science teachers thought that a self-directed learning, a differentiated instruction and a teaching with diverse materials are not important factors in good science teaching. Third, there is a difference between good teaching that secondary science teachers have conceived and good teaching that they have experienced. It shows that science teachers did not precisely understand what good science teaching is. Additionally, I discussed the need of finding a case on good science teachings and a support of an interaction-focused teaching.

• The Journal of the Korea Contents Association
• /
• v.16 no.8
• /
• pp.257-267
• /
• 2016

The research subject is 8 mothers who put their physical/mentally impaired children in a group home, as the research method, this study conducted an in-depth interview survey. The participants of this study collected data from the in-depth interview on 8 mothers who put their disabled children to the group home. In the result of open coding, total 34 concepts, 28 subcategories and 13 categories were derived. The core category in the selective coding was 'establishing restorative relationship through entering a group home after encountering the limit of nurture.' Practical Strategies include the following; first, it's necessary to provide psychology counselling consequent on a mother's nurturing phase, and this study proposes a program for a father having a child with disability; in addition, there is the necessity of having to arrange the differentiated facility for physically/mentally impaired people, which meets the needs of the relevant people. At a level of policy, this study suggested the necessity of having to take into account the minimization of poverty problem facing a family having a disable child through the caring card, necessity of the use of good-natured card, and medical-social-welfare-based intervention, expansion of facility-touring class installation, and use of adult guardianship system, and differential payment of disabled child nurturing allowance consequent on income quantile, etc.

• The Journal of Korean society of community based occupational therapy
• /
• v.10 no.1
• /
• pp.17-30
• /
• 2020

Objective : The purpose of this study is to provide basic data for the development of a instrumental activities of daily living training program called grocery shopping for schizophrenic patients in Delphi. Methods : The final program items and contents were completed through the first and third delphi surveys from August 2018 to March 2019. The expert composition selected 26 occupational therapists related to mental health. Three surveys were conducted and 23 experts participated in the Delphi survey. The second questionnaire, which was created from an open questionnaire, was designed to indicate the degree of importance using the Likert 5-point scale. As a result of the response of the 3rd questionnaire, the level of expert consensus was reconfirmed by analyzing average, standard deviation, and content validity ratio (CVR). Results : Three rounds of Delphi research reveal four categories of questions: grocery shopping views, product purchase strategies, necessary functions, and expert knowledge and experience on how to make purchase decisions. 24 items were selected. Through the 2nd and 3rd Delphi surveys, 4 items that did not meet the criteria of goodness of fit of each item or duplicated the contents were deleted and finally 20 items were extracted. Conclusion : Experts' agreement on grocery shopping technology was drawn from an occupational therapy perspective so that patients with schizophrenia living in the community could recover and participate as a member of society.