• Korean Journal of Health Education and Promotion
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• v.27 no.2
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• pp.59-67
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• 2010

Objectives: As nationally qualified health education specialists were produced for the first time in 2010, there is a need to suggest opinions on its quality management by examining university curriculum for health education specialist and its education system and this is the main topic of paper. Results and conclusion: The results are as follows. First, it requires to provide a high-quality education continuously by introducing the certification system for universities which offer health education. Secondly, education content needs to be based on skill for health education specialist and more standardized curriculum should be developed. Thirdly, introduction of validity date for the health education specialist qualification is needed. Fourthly, it is desirable to introduce the academic credit bank system after effectively organizing the management system. Lastly, follow-up course for health education specialist needs to be introduced.

• Journal of Society of Preventive Korean Medicine
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• v.9 no.1
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• pp.91-103
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• 2005

The purpose of this study was to find out the various opinions of Oriental Medical Doctors to give the recommendations for making the proper policy of the supply and demand of Oriental Medical specialist. This study was desinged of 480 doctors who answered about questions that is composed of 105 Oriental medical specialist, 227 Apprentice doctor and 148 Oriental Medical doctors. On the assumption that there are many different situations and visions about the Oriental medical specialty system, we wanted to know about the each situations and visions about oriental specialty system. Generally, as one grows older, they adapted high proportion about the propriate number of specialist. About this difference from each generations, we can explain that young doctors more worry about the supply of specialist. As well each achievement, the more higher achievement, the more higher proportions of specialist is adapted. Answers about the number of present specialist, the more aging the more negative response about the number of present, number of specialist, this is because of the proprotions who wanted to be a specialist in open doctors. About the property of the number of specialist, there are many different views in each other groups. Anyway it is important that hearing the opinion of each Oriental Medical Doctors for the better Oriental Medical System.

• Korean Journal of Health Education and Promotion
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• v.31 no.5
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• pp.135-146
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• 2014

Objectives: This study performed to enhance the competency of health education specialist on population-based program to prevent chronic disease in public health organizations. In addition, it will provide the basic data to enhance specialized competency for health education specialist. Method: The current operating strategy and demanded competency related to chronic disease programs were analyzed by reviewing the Korean Health Plan 2020, the guideline of integrated health promotion programs, and the job description of health education specialist. Results: Preventive programs for chronic disease provide with healthy lifestyle programs in integrated health promotion service. First, health education specialist should learn to professional knowledge on health risk factor and chronic disease. Second, they should cultivate the integrated competency to manage operations on obesity, hypertension, diabetes, cardiovascular disease, and cancer prevention programs. Third, they get strengthened the-job training to implement health education, public relations, campaigns, media advocacy, and utilization of multi-media. Conclusion: It should implement the preventive programs for chronic disease in various health promotion services through coordination with multiple sectors. To identify of the job in preventive program for that, it would be required empowerment of health education specialists on disease prevention science and practical life skill.

• Korean Journal of Health Education and Promotion
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• v.27 no.2
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• pp.1-15
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• 2010

Objectives: The purpose of this study was to examine the past and present status and roles of health education specialists in Korea, and to suggest future directions for developing health education profession. Results and conclusion: The Korean government has made various efforts for people's health. the National Health Promotion Law was enacted in Korea in 1995. As the results of Korean Association for Health Education' intensive efforts, the national certificate of health education specialist bill has been passed the National Assembly on September 29, 2003. According to The National Health Promotion Law, central and local government should recommend health promotion related corporaters, agencies and organizations to hire certified health education specialist. The first national examination for certificate of health education specialists was held in March, 2010. As the result, a total of 2,246 applicants was passed for certificate of health education specialists. It is a serious concern that community residents' knowledge level of health is very low. therefore, the role of health education specialists with the professional ability to carry out health education is essential. It is clear that the activity of health educators is essential, Then, It is necessary articles related to the appointment of health educators in the official appointment regulation or law. Thus the health education specialist must be appointed as a public officer in health centers, operaters or the health department of the government.

• Journal of the Korean Society for Library and Information Science
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• v.9
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• pp.37-52
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• 1982

The education of the modern library science began In 1957 in Korea. It has been greatly developing for 25 years. However, there are some problems in the Korean educational system of library science. One of these is the training of the subject specialist librarians and another is the ;relationship between traditional library science and information science. Because the education of library science is carried out at under graduate level in Korea, it led to the lack of the subject specialist librarians in all libraries. In this paper, the relationship between the library science and the information science was examined and a scheme to educate the subject specialist librarians :was suggested.

• Korean Journal of Health Education and Promotion
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• v.16 no.2
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• pp.235-249
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• 1999

The National Health Promotion Act passed in 1995 was a milestone for initiating a national and local health promotion program in Korea. And since then local governments and health centers have been developing and providing health promotion programs for the community population. To apply the effectiveness of community health promotion program, it is important to understand the key issue related to health education and the role of health education personnel. The purpose of this study was to define the responsibility and competency of health education specialist, and to develop the activity areas of health promotion program in Korea. Those who provide the service for health promotion and health education should be properly qualified and professionally trained. However, the skills and responsibilities of those who are in charge of providing health education program have not yet been clearly defined in Korea because the areas of health promotion and health education are composed of multi-academic fields. In case of United States, health education specialist is being developed through professional preparation in colleges and graduate schools, and certified through the examination. Also health education specialist is in charge of the planing, implementing and evaluation of health education program in school, hospital, health center, workplace and health food company. Therefore it is important to develop the programs to train and certify health education specialist. Also to extend the activity areas, the government should support continuously program development for health promotion and health education personnel.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.10 no.1
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• pp.129-145
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• 2004

Many physical therapy who graduate department of physical therapy interested in physical therapy specialist. The boundary of physical therapy specialist is consist of 7 parts; CCS(Cardiopulmonary Certified Specialist), ECS(Clinical Electrophysiologic Certified Specialist), GCS(Geriatric Certified Specialist), NCS(Neurologic Certified Specialist), NCS(Neurologic Certified Specialist), OCS(Orthopaedic Certified Specialist), PCS(Pediatric Certified Specialist), SCS(Sports Certified Specialist). So the purpose of this study was to investigate of undergraduate student's interest about the area of special physical therapy and its academy. The data were collected from May 17 to 24, 2004 and 158 valid questionnaires were obtained and analyzed. It was for undergraduate students who major in physical therapy in college and university which are located in Busan, Ulsan and Kyoungnam province. The result is follows: 1. The research about the study of physical therapy after graduation was that 45.5% of female thought that they going to study as possible as they can was the best. In the case of men, 54.3% of male thought that they going to study was the best. 2. The result about recognition of special physical therapy was that 62.0% of people answered CCS, 69.6% of people answered GCS. The most familiar part of special physical therapy at course of school curriculum was that 88.0% of people answered OCS, and 84.2% of people answered NCS. 3. The result about the most interesting part of special physical therapy was that 68.6% of male and 36.1% of female answered OCS. On the other hand, the least part that people doesn't care was that 41.2% of male answered PCS, and 41.0% of female answered CCS. 4. About educational matters of special physical therapy and its academy was that 60% of answered 'Not enough'. An answer to question of special physical therapy and its academy's educational necessity. At the a course of faculty and clinical practice was that 58.9% of answered 'somewhat necessary'. After graduation, study a plan of special physical therapy was that 59.5% of answered 'immediate academy'. 5. Recognize scale in alternation physical therapy, think of extend physical therapy's territory is 'necessary of extend territory' was 78% the highest answer. 57.6% of answered was concerned about alternating physical therapy, and want to study.

• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.119-136
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• 2009

The Academic library services are based on specialized subject resources in academic fields in order to maximize the desirable direction of its services. Accordingly, there are some academic libraries introduced and applied subject specialist librarians. However, they can not objectively analyze the strengths and weaknesses as well as future directions to subject specialized service. The purpose of this study examined three library cases which the structure of organized subject specialist librarian. It tried to give a set of effective guidelines for academic libraries to introduce subject specialist librarian. Analysis showed that the initial problems of subject specialist librarians in its early stages are appeared: carrying out the role, appraisal-results in human resource decision making such as rewards and promotion. In order to successful introduction of subject specialist librarian in academic library, there are solutions that solving the problems which happen in early stage, active guidance and public relations strategy for faculty, approaching to activate integration within its library and cooperating among academic libraries should be back up for improving effectiveness in the long term.

• Korean Parent-Child Health Journal
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• v.3 no.2
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• pp.81-93
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• 2000

The role of the neonatal nurse specialist has been well established over the past decade and now reform in 21st century. Neonatal nurse specialists responsibilities in caring for critically and long-term chronically ill infants and their families are very important. Neonatal nurse specialists have a two fold responsibility in caring for these infants. First, through acquiring advanced practice education in complex neonatal care and diagnostic skills, neonatal nurse specialists meet the physiologic needs of the infant. Second, neonatal nurse specialists provide a more holistic approach to their care through evaluating the family in treatment plans and involving the family in discharge planning for the infant. In some institutions, neonatal nurse specialists are directly involved in institutional and/or home follow-up care and case management also. It is the neonatal nurse specialists responsibility to function collaboratively with the multidisciplinary team in managing critically or chronically ill infants from admission to discharge. The role of the neonatal nurse specialist case manager can be described as one that focuses on individualized care of the infant, while providing continuity of care to both the infant and family. The neonatal nurse specialist's role will vary depending on the neonatal intensive care unit(NICU). Therefore, the multidisciplinary collaborative approach to long-term management of infants in the NICU is extremely important to provide successful transition to home or to long-term rehabilitative care facilities because care for the chronically ill infant is complex and multifaceted. I suggest the role of neonatal nurse specialist in 21st century are as follows. 1. Diagnostic/patient assessment 2. Management of patient health/illness 3. Administering/monitoring therapeutic interventions and regimens 4. Monitoring/ensuring quality of health care practices 5. Organization and work role 6. Helping role 7. Teaching/coaching role 8. Management of rapidly changing situations 9. Consulting role The advanced practice nursing model of care delivered by neonatal nurse specialist's in the NICU incorporates medical and nursing role functions and emphasizes holism, caring, and a health perspective for critically and chronically ill neonates and their families.

• Journal of Fashion Business
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• v.4 no.4
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• pp.17-28
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• 2000

The purpose of this study is to analyze the recognition of and the preference for a fashion specialist among students from 4-year and 2-year colleges in Taegu, in order to provide basic data for the effective management methods for the students. The objects of the survey were students in Taegu and Kyungbuk province; 287 students from 4-year colleges and 430 students from 2-year colleges, making the total of 717 students. The survey tool was a questionnaire, which consists of 7 general questions, 7 major curriculum related questions, and 6 questions regarding the information about a fashion specialist, and students career plan. It also contains 3-level Licurt type questionnaire on the recognition of and the preference for a fashion specialist from 20 professional fields. SPSS is used for frequency, percentage, average, standard deviation, $x^2$-test and ANOVA. The results of this study are as follows: 1. The students' motivation in choosing their major as clothing and fashion design was out of independent career plan (86.7%). They were quite content with their major but were unsatisfactory with the current curriculum. 2. The subjects students thought necessary in preparing to be a fashion specialist were pattern, clothing construction (40.1%), clothing design (33.7%), and fashion marketing (18.9%). The answer to the question about the most important subject in the future was fashion marketing (57.2%). 3. What students consider most in choosing a job was aptitude and ability (70.8%). The most preferable clothing types that students want to work with after graduation were womens clothing (52.1%) and wedding dress (18.1%). 4. The means of getting information on a fashion specialist were magazines or broadcasting (72%) and school lectures (20.6%), and there was a significant deference among colleges. 5. Fashion coordinator was the highest recognized specialist (2.64) and the lowest was fashion converter (1.23) among other fashion specialists. 4-year college students had higher recognition in all areas (20 areas) than 2-year college students, and there was a significant deference among colleges in 20 areas.