• Proceedings of the Korea Contents Association Conference
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• 2014.06a
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• pp.413-414
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• 2014

• Korean Medical Education Review
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• v.16 no.2
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• pp.77-87
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• 2014

The purpose of this study was to investigate the influence of demographic data, academic demand, perfectionism, and academic failure tolerance on academic burnout of medical and graduate students at Yeungnam University. A mixed method study was conducted. Fourteen students participated in a focus group interview and 302 students, including 151 medical students and 151 graduate students, completed a survey, which addressed the factors of academic burnout, academic demand, perfectionism, and academic failure tolerance. There were significant differences in the academic burnout by age and year in school. The 2nd year medical & graduate students experienced significantly higher academic burnout than the other students. Multiple regression analysis revealed that academic burnout of medical and graduate students was significantly affected by academic demand (p<0.001), self-oriented and socially-prescribed perfectionism (p<0.001, p<0.01), and feeling and behavior, which were sub-factors of academic failure tolerance (p<0.05, p<0.01). It is suggested that comparative studies with other student groups, a longitudinal study of medical and graduate students, and a prospective study of coping styles and methods of preventing academic burnout need to be conducted.

• The Journal of Korean Medicine
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• v.44 no.3
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• pp.59-73
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• 2023

Objectives: The role of physician-scientists who bridge the gap between basic science and clinical medicine is crucial in advancing medical innovation. This study aims to examine the educational and research environment and career satisfaction of graduate students in Korean Medicine among those who are Korean medicine doctor (KMD). Methods: This study analyzed the results of a survey consisting of respondents' composition, job status, graduate education and job satisfaction, economic conditions, career determinants, and obstacles to the career path of KMD-scientists from 65 participants including both full-time and part-time graduate students. Results: The results revealed significant differences between full-time and part-time graduate students in terms of weekly hours spent and job priorities, motivation for entering graduate school, career preferences, and desired career paths. The study highlights the need for tailored support for full-time and part-time graduate students and the importance of economic assistance in fostering KM scientists. Economic difficulties were identified as a major obstacle for full-time graduate students pursuing research careers. Tuition fees were found to be a significant burden for all graduate students. Furthermore, it emphasizes the importance of enhancing the research capabilities of part-time graduate students and improving the quality of education to foster KMD-scientists. Conclusion: This research provides essential insights for Korean Medicine colleges and graduate schools to develop targeted improvement plans and effectively train KMD-scientist.

• Journal of the Korean Home Economics Association
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• v.41 no.6
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• pp.29-45
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• 2003

I compared role gratification and role strain of American and East Asian married women graduate students taking multiple roles of study, assistant work in the school, family care, and household management, etc. The American students experienced more strain overall than their East Asian counterparts. Perceived gratification and strain were strongly related to time demands for the American group and to economic conditions for East Asian group. The more nontraditional the gender-role altitudes of the East Asian students, the less strain they experienced. More than half of the East Asian students perceived that their own gender roles, but not those of their husbands had changed since they came to the United States. Perceived gender-role change of the husband was strongly related to role strain for the East Asian students.

• Journal of Engineering Education Research
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• v.23 no.5
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• pp.16-25
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• 2020

This article aims to analyze the experience of designing and operating a class model linking undergraduate and graduate students in engineering education and suggest its development direction. To achieve these objectives, the undergraduate-graduate linked class model was applied to community problem-solving education and a case was analyzed. It also specifically presented the process of how we design the class model and what the actual operational performances and improvements are. This study found that undergraduate and graduate students could build integrated and horizontal cooperative relationships in their classes through undergraduate-graduate linked education and, particularly, graduate students could gain meaningful educational experiences. However, it was difficult to obtain tangible performances through the team activities of these students within a semester. In order for engineering colleges to operate undergraduate-graduate linked education, it would be necessary to provide a longer and more systematic educational environment and better curriculum. The study tried to seek specific tasks and ways to improve them.

• Knowledge Management Research
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• v.13 no.4
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• pp.71-82
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• 2012

The purpose of this study is to investigate the effects of employees who attend graduate school on the expansion of the knowledge sharing network in their company. For this purpose, the researchers chose 10 worker-graduate students and 75 members of company 'A' that they belong to and 107 members of university 'B' that they belong to, 172 members in total. 10 overlapped employee-students were excluded. The results of this study are summarized as follow: First, the personal relations of the employee-students enhanced after they have entered the graduate school. The score for the question was 3.85 out of 5 points. Second, the employee-students played the role of the knowledge bridge between company's co-worker network and graduate school's classmate network. It was confirmed that the density of the company's network was higher than the density of the connected network of the company and the graduate school. The analysis result confirmed that the difference of the two groups was significant. This means that the company carried out exchange with more members and therefore gained various kinds of knowledge. Also, in all types of network, the structural hole of the company network was lower than that of the connected network of the company and graduate school. The ANOVA test using QAP procedure confirmed that the difference of two groups was significant (friendship network F=1.2856, p<0.05; information network F=1.278, p<0.05; and trust network F=1.23, p<0.05). It means that the company not only gained the newly acquired knowledge by the knowledge bridge of the employee-students, but also was able to share it more effectively with members. Third and lastly, the employee-students share various information related to the organization, duties and roles rest in the company throughout break time, working hours and direct inquiries. This means that the employee-students contributed to the innovation of knowledge sharing in the company by sharing knowledge that they gained from the graduate school within the company.

• Journal of Preventive Medicine and Public Health
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• v.39 no.5
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• pp.379-388
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• 2006

Objectives: This study assessed the influences of various factors that are related to youth smoking such as gender, age and type of school, and we wanted to provide supporting data for tailored and effective policy initiatives to reduce adolescent smoking. Methods: A self-report survey was conducted on 14,910 teen-age students who were selected based on the nationwide distribution of students in large and small cities and counties, the gender ratio of the students and the ratio of students attending various type of school at 38 middle and high schools in six representative areas of each province. The survey was handled and managed by a health education teacher at each school. Binary and multinomial logistic regression was used in the analyses. Results: Smoking by adolescents was associated with gender, age and even height. Male high school students tended to smoke more than female high school students, but this differences was not significant for middle school students. The older the adolescents were, the more likely that they smoked, except for the female high school students. Height was meaningful for all adolescents, except for the boys at the vocational high schools. Monthly allowance was significant for all adolescents. School factors such as type of school and the students' school performance were also crucial factors. Attending a vocational high school was strongly related to smoking, especially for girls. Students' school performance and the perceived level of stress were strongly associated with smoking, especially for boys. Home factors such as the relationship with parents and conversation time with family members were closely related to smoking behavior. Knowledge about the health hazard of smoking was also found to be strongly related to adolescent smoking. Conclusions: In conclusion, demographic factors, school factors, home surroundings and the perception on the harmfulness of smoking are strongly related to adolescent smoking behavior, but these differ from gender and type of school.

• Journal of the Korean Dietetic Association
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• v.7 no.4
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• pp.349-360
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• 2001

The purpose of this study was to investigate the nutritional status of school lunch supported students and to provide fundamental data for improving their health. In order to do that, we collected the data for 59 school lunch supported students and 71 not supported students in an elementary school in the Taegu Metropolitan city area. The survey was conducted from February 10 to April 30, 2000. The results are as follows; In relation to their body composition(BMI, Fatmass, Percent Body Fat, Mid-upper Arm Muscle Circumference, Mid-upper Arm Circumference), the school lunch supported students' value was lower than that of the not supported students. In relation to food intake according to the food groups, the school lunch supported students' intake of animal food(p<0.05) and total food(p<0.01)was significantly lower than that of the other students. The average intake of energy for both school lunch supported students and not supported students was below the RDA. Also, it was significantly lower than that of the school lunch supported students in relation to the other students(p<0.05). For protein, calcium, phosphorous, and riboflavin, the school lunch supported students' intake was significantly lower than that of the students who were not supported(p<0.05, p<0.05, p<0.05, p<0.05). There are the classification in relation to the nutrient intake in relation to the RDA standards for that of the school lunch supported students. The criteria used for this study was calorie intake, protein, and niacin. The classifications are for groups below 75%, between 75%～100%, and 100%. The nutrients for which the students were deficient( below 75%) of the RDA were iron, calcium, riboflavin, vitamin C, thiamin, calorie, niacin, vitamin A, protein, and phosphorous in the above order.

• International Journal of Contents
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• v.9 no.3
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• pp.19-28
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• 2013

This paper, based on a qualitative ethnographic study among college of education students, examines the online interactional processes surrounding academic discourse socialization. Data for this paper come from a larger study of an academic classroom community of graduate students and their instructor. In this study, I looked into the ways computer-mediated communication (CMC) contexts factor into graduate students' academic literacy experience in a graduate classroom, therein enculturating them into their new academic community. I focus on cases of nonnative graduate students in a content course in the department of educational psychology at a large southwestern university in the U.S. I explore the agency of the focal participants in terms of the roles they played in the classroom discourse highlighting the dialectical and interactional perspective of academic discourse socialization. This paper focused on the construction of varied participant roles of the focal students. It further examines student reactions and responses to these constructions during synchronous CMC activity.

• Research in Mathematical Education
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• v.17 no.3
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• pp.169-180
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• 2013

Communicating about mathematics is an essential component in learning mathematics and is a key standard for successful learning in a mathematics classroom using stories and storytelling as a catalyst to mathematics instruction. This, however, can make learning math for students with language deficiencies since they are working toward mastering both basic language proficiency as well as the specialized language needed for mathematics. This is a particular concern because the number of students of multicultural families is rapidly increasing. In this paper, we discuss the challenges and complexities of language-deficient students learning math in a classroom where communication is a key standard for successful learning, and suggest implications for teaching, by presenting an USA elementrny teacher's scaffolding to make reading and solving word problems less intimidating for her language learner students as well as native speaking students.