• 대한본초학회지
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• 제34권6호
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• pp.1-23
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• 2019

Objectives : The purpose of this study was to document the use of medicinal plants in traditional practices and to analyze and evaluate medicinal traditional knowledge of indigenous people in Wolchulsan National Park. Methods : Data were collected through interviews, informal meetings, open and group discussions, and observations guided by semi-structured questionnaires. Data were analyzed via quantitative analysis of use value (UV), informant consensus factor (ICF) and fidelity level (FL), and network analysis. Results : A total of 580 methods of usage recorded in this study were classified into 55 families, 95 genera, and 104 species. Plants with the highest recorded UVs were Glycine max (L.) Merr., Leonurus japonicus Houtt., and Artemisia princeps Pamp.. The informant consensus factor about using medicinal plants ranged from 0.55 to 0.92, which showed a high level of agreement among the informants on respiratory system disorders and pains. There were 22 species of plants with a fidelity level of 100 %, after eliminating the plants that were mentioned only once from the analysis. Finally, using network analysis, Glycine max (L.) Merr. and Artemisia princeps Pamp. were defined as species with meaningful medicinal use, while lumbago and leg pain were defined as significant ailments in the study area. Conclusions : This study highlights the diversity and importance of medicinal traditional knowledge for communities of Wolchulsan National Park, Korea. The results of this study will provide basic data for phytochemical and pharmaceutical studies, such as new medicines and therapies.

• 한국콘텐츠학회논문지
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• 제22권2호
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• pp.710-723
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• 2022

프로그램에 대한 호감도는 반드시 프로그램과 관련된 영상, 이모티콘, 웹툰, 물품 등의 제작, 콘서트, 팬미팅 참여 등의 프로그램에 대한 행동으로 이어지지는 않는다. 따라서 프로그램 호감도와 관련 행동 사이에 매개하는 변인이 존재 할 수 있다. 본 연구에서는 그 매개변인으로 관계성을 제시하였다. 프로그램에 대한 호감도가 높을 경우 프로그램을 시청하면서 프로그램, 시청 유도성, 출연자, 출연자 그룹, 함께 시청하는 시청자들과 긍정적인 관계를 형성 할 수 있고, 이러한 관계성이 프로그램에 대한 직접적인 활동에 긍정적인 영향을 미칠 수 있는 것으로 가정하고, 온라인 설문을 실시하였다. 연구결과 프로그램에 대한 호감도가 형성되면 프로그램, 시청 유도성, 등장인물, 다른 시청자들과 긍정적이고 친밀한 관계를 형성하고, 이러한 관계성은 프로그램 관련 온라인 및 오프라인 행동에 긍정적인 영향을 미치는 것으로 나타났다. 다만, 프로그램 호감도가 높을 경우 출연자 집단과의 관계성을 형성하지만, 이 집단 관계성은 프로그램 관련 행동에는 부정적인 영향을 미치는 것으로 나타났다. 이는 프로그램 출연자들끼리 사이가 좋고 연합이 잘 되는 경우 오히려 시청자들이 소외감을 느낀 결과 일 수도 있다.

• 대한지역사회영양학회지
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• 제28권6호
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• pp.495-508
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• 2023

Objectives: This study aimed to develop a campus-based intervention program to enhance food literacy (FL) among university students. Methods: In the initial phase, we conducted a literature review of FL intervention studies and held in-depth interviews with university students to identify facilitators and barriers to improving and practicing FL. Expert counseling sessions were conducted with nutrition education, marketing, and service design professionals. The results of this phase led to the creation of an initial curriculum draft. In the second phase, a follow-up survey was conducted with young adults to assess the acceptability of the developed curriculum. After the follow-up survey, additional meetings were conducted with the aforementioned experts, and the curriculum was further refined based on their input. Results: An 11-week FL intervention program was devised using constructs from the Social Cognitive Theory. The weekly curriculum consisted of 90-min theory-based and 90-min hands-on experience sessions. Three primary aspects of FL were covered: nutrition and food safety, cultural and relational dimensions, and socio-ecological aspects. Program highlights included cooking sessions for crafting traditional Korean desserts, lectures on animal welfare, insights into zero-waste practices, and communal eating experiences. Based on the study team's previous research, the program also addressed mindful eating, helping participants understand the relationship with their eating habits, and providing strategies to manage negative emotions without resorting to food. Yoga sessions and local farm visits were incorporated into the curriculum to promote holistic well-being. Conclusions: This study elucidated the comprehensive process of creating a campus-based curriculum to enhance FL among university students, a group particularly susceptible to problematic eating behaviors and low FL levels. The developed program can serve as a blueprint for adaptation to other campuses seeking to bolster students' FL.

• KDI Journal of Economic Policy
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• 제32권4호
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• pp.153-195
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• 2010

세계금융위기의 근본적인 원인은 시장과 제도의 괴리에서 나오는 '제도의 실패'라고 할 수 있다. 특히 현재의 국제통화제도는 무제도(non-system)나 다름없다고 할 수 있다. 현재 당면하고 있는 국제통화제도의 문제점들을 볼 때 개편 방향의 핵심은 (1) 수요 측면에서는 과대한 외환보유고를 축적하려는 인센티브를 어떻게 줄일 수 있을 것인가 하는 것이며, (2) 공급 측면에서는 현재 미국 달러화에 주로 의존하고 있는 제도를 탈피, 보다 다양한 국제통화 혹은 대체적 외화준비자산(SDR을 포함하여)으로 전환해 나가거나 혹은 보다 근본적인 개혁방안으로서 새로운 세계통화(global reserve currency)를 창출하는 것이다. 그리고 (3) 이러한 변화를 뒷받침 하기 위해 필요한 기구적 개편, 특히 IMF의 개혁을 추진하는 것이다. 이러한 개편은 현실적 국제역학관계로 볼 때 오직 점진적으로 일어날 수 있는 것이다. 따라서 현재 세계경제의 안정적 성장을 위해 중요한 것은 이러한 개편을 점진적으로 추진함과 동시에 주요국 간의 거시경제정책공조를 이뤄 나가는 것이다. 이러한 과정을 원활히 해나가기 위해서는 효율적인 세계경제 지배구조를 갖추는 것이 필수적이다. 세계금융위기 이후 출범한 G20 정상회의가 효율적인 협의체가 되기 위해서는 의사결정이 원활히 이루어질 수 있는 방안과 장치를 세워나갈 필요가 있다. 사무국(secretariat) 혹은 그와 유사한 기능을 행사할 수 있는 조직의 설립과 위원회제도 같은 것을 활용할 필요가 있을 것으로 보인다.

• 한국간호교육학회지
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• 제2권
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• pp.56-74
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• 1996

In order to prepare for the coming twenty-first century and to meet changing social demands and health needs, it is necessary to improve the curriculum through development of new conceptual frameworks. The purposes of this study were : 1) to assess the needs of the curriculum of the students, the faculty, the graduates, and the nursing supervisors and head murses ; 2) to develop the conceptual framework which includes philosophy and goals of nursing education based upon needs assessment ; 3) to develop level objectives ; 4) to identigy the contents of the curriculum ; 5) and to develop the faculty. The curriculum was assessed and developed from April, 1995 to March, 1996 through twenty four weekly meetings, two seminars, and two workshops. The process and results of this study are as follows : 1. A needs assessment of the present curriculum was done of the 194 students, 177 graduates, 14 faculty members, and 60 nursing administrators in 5 main areas (objectives, planning and organization, teaching-learning process and methods, evaluation, revision of curriculum). The results showed that there were many descrepancies between expectations and actual situations in all the groups and in all the areas. This implies that there was a necessity for total curriculum revision. 2. To develop the conceptual framework, 1) the core concepts were identified(man, health, environment, and nursing) on the basis of the existing educational philosophy and educational objectives of our school, elicited by group discussions using the nominal group method, one of the needs assessment methods, the philosophy and objectives were restated. 2) Six essential componednts were indentified for the conceptual framework from the restated philosophy and objectives ; nursing process, communication, professional roles, client, health, and nursing. The vertical theread consists of the client and health/nursing ; and the horizontal thread consists of nursing process, communication, and professional roles. 3. The contents of the curriculum were selected on the basis of the educational objectives and organized according to the conceptual framework. 4. The level objectives were then restated. It is expected that the objectives of our school will be accomphished through developing the courses, choosing and Implementing, more effective teaching-learning methods, and evaluating the efficacy of changes implemented. The most important factor will be to continually upgrade the faculty and their teaching skills.

• 재활간호학회지
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• 제4권2호
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• pp.179-186
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• 2001

The purpose of this study is to develop a systematic and efficient curriculum for the rehabilitation nurse specialist program. This research was carried out as a group work of 15 experts in order to share various opinions about the curriculum, and also through literature review. Articles, curriculums of other Clinical Nurse Specialist Programs, medical laws guidelines, as well as Clinical Nurse Specialist Program from the Korean Nurses Association were reviewed, and the issue was discussed throughly via group meetings. The developed curriculum is as follows: 1. Educational philosophy lies in the fact that the rehabilitation nurses support the patients to maximize their potential and functional level, so that they could maintain healthy state and re-adapt to changed environment. Furthermore the rehabilitation nurses are disposed of arbitrary decision power under their own responsibility, thus they take charge of welfare and healthy environment of the local society through the patients(subjects) and local resources. 2. Educational goals are to train rehabilitation nurse specialist, who correspond to the social needs, so to say, those who have the knowledge and skills for nursing practice, education and research. 3. The curriculum consists of 37 credits, of which 24 credits are based on lectures and 13 credits based on clinical practice. General courses are 3 subjects (5 credits) ; nursing theory, nursing research, and laws/ethics. Mandatry courses are 8 subjects with 19 credits; advanced physical assessment, pharmacology, pathophysiology, issues in rehabilitation nursing, advanced rehabilitation nursing intervention I, advanced rehabilitation nursing intervention II, sports physiology, special rehabilitation nursing intervention. As for the clinical practice courses, assessment and evaluation for rehabilitation(64 hours), community and home based rehabilitation nursing(128 hours), hospital based rehabilitation nursing(128 hours), institution based rehabilitation nursing(96 hours) would be treated. 4. Contents of the curses were developed to correspond with the courses' objectives and specific items. 5. Evaluation would be carried out both in the lecture and in the clinical practice. The knowledge and skills of the students would be measured to ensure full validity and credibility. However this developed curriculum should be continuously modified and updated in more desirable direction.

• Child Health Nursing Research
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• 제9권1호
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• pp.9-17
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• 2003

Families of children with cancer face many illness-related demands. The perceived social support is a critical resource for the family adaptation process. And the patterns of family adaptation to childhood cancer varies as characteristics of disease, which is prognosis, the influence of cognition function, and treatment process. The conceptual definition of social support is not unidimensional. However, most studies focus on general aspect of mediating effects on adaptation. Diverse dimensions of perceived social support should be considered in its effectiveness for intervention. Therefore, this study was undertaken to determine whether family's perceived social support influences the family adaptation of family with pediatric cancer and what dimension influences mostly in family adaptation as the characteristics of disease in the family of children with cancer. The subject was consisted of 102 families with pediatric cancer who had been diagnosed as leukemia or brain tumor last 2 years. Those families had participated in the education program or meetings for family who have with pediatric cancer children. The measurement for this study were Personal Resource Questionnaire (PRQ) Part-Ⅱ developed by Brandt and Weinert to measure parents' perceived social support, and the McCubbin's Coping Health Inventory for Parents (CHIP) to measure family coping. The results of this study can be summarized as follows; Regression analysis showed that perceived social support has effect on family adaptation with β=.43, p<.01. In the group of family of child with leukemia, social support as general has effect on adaptation (β=.40, p<.01) and specially, social support perceived as intimacy was strongly effect on family adaptation. And In the group of brain tumor, Social support has effect on adaptation(β=.46, p<.01) and among the social support domains, the self esteem dimension was most predictable to family adaptation. In conclusion, the perceived social support is a predictor on family adaptation and useful vehicle to help family who has child with pediatric cancer. An important clinical implication is that specified support program for intervention may be useful and critical for the family who has diverse pediatric conditions of childhood cancer. Further studies should stress the effects of family support for clinical intervention and is needed with diverse stage of development and pediatric conditions.

• 디지털콘텐츠학회 논문지
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• 제19권1호
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• pp.11-18
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• 2018

여러 사람들과 모임을 가질 때 발생한 비용을 각자 부담하는 더치페이 문화는 많은 현대인들의 일상에 자리 잡고 있다. 특히 최근 김영란 법의 시행으로 인해 더욱 활발히 더치페이가 이루어진다. 하지만 더치페이 계산을 하다보면 인당 지불할 금액이 공평하게 나누어지지 않는 불편한 경우가 생겨 누가 얼마를 더 내야할지에 대한 애매한 상황이 발생한다. 또한 현금 또는 카드 등의 결제수단이 각기 달라 한 사람이 한꺼번에 비용을 지불하는 경우, 누가 누구에게 얼마를 주어야 하는지에 대한 금전 관계를 매번 기록해놓아야 하는 불편함이 있다. 본 논문에서는 여러 사람이 함께 음식을 먹고 결제를 할 때, 손쉽게 인당 지불할 금액을 계산할 수 있도록 하여 인간관계와 더불어 경제적 민감함을 해소할 수 있는 어플리케이션을 소개한다. 본 서비스는 모바일기반으로서 어디서나 접근 가능하고 모임 형성을 통해 사용자들의 금전관계를 더욱 편리하게 기록 및 관리할 수 있게 해준다. 또한 기존 더치페이 기능을 제공하는 다른 어플리케이션의 단점을 보완하기 위한 기능인 나머지 단위와 적립금 기능을 설정하여 비용에 대한 계산을 편리하게 하는데 집중하였고, 선택이 필요한 상황에서는 게임을 통해 공평함을 유지하고자 하였다.

• 기록학연구
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• 제59호
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• pp.207-275
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• 2019

서울시자살예방센터(자살유족지원팀)와 자살유족 기록작업을 같이 했다. 자살유족지원팀은 자살유족의 심리지원을 위한 자조모임을 운영하고 있었다. 자조모임은 자살유족들이 모여 앉아 대화를 나누며 고통을 나누는 자리이다. 자조모임이 어느 정도 진행되자 모임에서 리더역할을 수행하는 성원들이 생겼다. 이들이 모여서 글을 쓰는 에세이 모임을 구성했다. 아들을 먼저 보낸 아버지(2명), 딸을 먼저 보낸 엄마(2명), 아들을 먼저 보낸 엄마(1명), 남편을 먼저 보낸 아내(1명). 이렇게 6명의 사람들이었다. 에세이 모임은 사직공원 앞에 자리를 잡은 한 공간에서 매주 만났다. 한쪽 벽면 전체를 차지하는 창문으로는 저녁이 들어오고 있었다. 낮에 있었던 일들은 지는 해를 따라 갔다. 10명(에세이 모임 6명, 자살유족지원팀 3명, 임상역사가 1명)이 탁자를 가운데 두고는 빙 둘러 앉았다. "자, 이제 무엇을 해야 할까?" 자살유족 기록작업은 2013~2014년에 있었다. 교육적으로 중요하고 특수한 환자의 임상사례를 학회, 잡지에 보고하는 것을 의학에서는 증례(證例. case report)라고 한다. 자살유족들과 같이 했던 기록작업을 증례로 소개하는 형식을 취해 정리했다. 증례 형식을 취한 것은 기록을 말하기 위해서는 인간을 말해야 하고, 인간을 말하기 위해서는 기록에 대해 말해야 하는 '인간과 기록의 상관성'이 중요하다고 보기 때문이다. 자살유족 기록작업에 대한 글이 이런 상관성에 대한 논의를 하는 데에 단초가 될 수 있다고 본다. 몇 년의 시간이 지났다. 당시 상황을 기록하는 데 필요한 객관적 거리가 확보되었을까? 그건 자신할 수 없지만, 작업의 과정과 방법을 서술하면서 '일상의 기록생산'에 대해 말해본다. 나아가 기록과 기록의 의미(인간)에 관한 몇 가지 단상을 말해본다. 1장에서는 기록의 출처를 다루었다. 그것은 기록하는 사람은 누구인가, 또는 누가 기록하는가 하는 것이다. 기록이 무엇인가 보다는 기록하는 사람은 누구인가 하는 물음이 앞서야 할 것 같다. 2장은 기록하는 형식에 관한 논의로 무엇을 위해 기록하는가, 무엇을 기록화 대상으로 삼는가, 어떤 기록형식이 필요한가 하는 것을 다뤘다. 3장과 4장은 일종의 기록방법론일 수 있는데, 3장에서는 쓰기, 4장에서는 대화를 다뤘다. 5장에서는 기록을 수용하는 의례를 다뤘다. 3개월이든 1년이든 자신이 기록했던 시간을 어떻게 수용하며 그 의미는 무엇일까 하는 것이다. 6장에서는 논의의 지평을 넓혀 일상의 기록생산, 일상적 아카이브를 다뤘다.

• 지식경영연구
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• 제17권2호
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• pp.131-163
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• 2016

The purpose of this study is to empirically analyze how social comparative learning of forum participants affects learning effects with an emphasis on participants' characteristics. As today's society is changing at a fast pace, the desire for new knowledge and information has grown accordingly. To quench this thirst for knowledge and information, seminars, symposiums, conferences, forums, conventions, exhibitions, and more are taking place as part of knowledge sharing events across the world. Also, the increased need for knowledge and information exchange has led the development and growth of the convention industry and Meetings, Incentives, Conferences, and Events (Exhibitions)(MICE) industry. Especially, forum is a type of event which invites professionals and specialists to discuss diverse topics and share their knowledge and experience with the audience. The participants utilize it as an opportunity to get close to information providers and enjoy the pleasure of knowledge exchange. However, there have been few empirical analyses on who the participants are, why they attend forum, how they pick up and learn new information and knowledge, and what kinds of learning effects they achieve after the event. This paper is to analyze how social comparative learning of the forum's participants influences learning effects based on Albert Bandura's Social Learning Theory (1977, 1997, 1982. 2001) and Leon Festinger's Social Comparative Theory (1950, 1954). By dividing the participants into two groups, one with high level of self-efficacy and the other with low level of self-efficacy, we have examined the differences in learning effects between the two groups using them as moderating variables. This study was conducted in 'MBN Y Forum 2016,' which is one of the most representative knowledge exchange forums of South Korea. An online survey was distributed out and, 1,307(39.2%) out of the total participants of 3,338 have completed the survey. The survey included questions about whether the participants have gained positive or negative motivations by comparing themselves to the speakers (upward comparison learning) and other participants (lateral comparison learning). The results have shown the quality of messages that the speakers are presenting as knowledge providers is the most significant factor that acts on learning effects. Particularly, the participants had higher levels of self-efficacy and self-esteem than average people. They had a clear goal to learn from the speakers (upward comparison) and received positive motivations from them. In other words, no negative learning effects had been found. This presents a managerial implication that having a qualified speaker is necessary for a forum to be successful. On the other hand, the results from the comparison with the other participants (lateral comparison) were different. The participants were likely to compare themselves to the other participants through observational learning. They could compare listening attitudes, language skills, or capabilities to ask a question. The results have showed the participants received positive motivations from the lateral group but at the same time were jealous of abilities of the others. When the quality of a question by a participant is not good enough, it can have a negative influence on the participants' learning effects. The first group with high levels of self-efficacy and self-esteem had no correlation to negative learning effects from the speakers. They rather had a strong desire to learn from the speakers. On the contrary, the participants perceived the lateral group as a learning subset and competitor. The second group with low levels of self-efficacy and self-esteem saw the quasi-group as a rival. This presents that the individual learning effects can be different depending on the participants' characteristics.