This study focused on the characteristics of motiveless crimes that mainly originated from interpersonal problems and were acts of revenge against innocent third parties. This study confirmed the relationship between the experience of social exclusion and displaced aggression and examined the relationship between the two variables. We sought to confirm the role of related factors such as stress and social support. For this purpose, we established and tested hypotheses about the mediatingon effect of stress and the moderated mediatingon effect of social support on the effect of social exclusion experience on displaced aggression among 353 adult males aged between 19 and 49 years. The main results are that, first, social exclusion had a positive effect on displaced aggression. Second, stress was found to partially mediate the relationship between social exclusion and displaced aggression. Third, the hypothesis that social support would moderate the mediating effect of stress was not provedvaild, but the conditional direct effect of social support was confirmed in the mediation model. In other words, social support did not affect the indirect effect mediated by stress, but appeared to moderate the direct effect between social exclusion and displaced aggression. Social exclusion's prediction of displaced aggression was significant only in the average social support group (mean) and the high group (M+1SD), and appeared to increase as the group increased. This means that in groups with high social support, displaced aggression is used as a stress control strategy, which is a different result from previous studies that found that social support plays a role in lowerings aggression. People with low levels of social support showed unexpected results in that they used displaced aggression less frequently despite their experiencinge of social exclusion. In the discussion, the social implications of these results were interpreted, and additional research ideas were proposed to specify the relationship between social exclusion and displaced aggression.
This study is to compare family support and mental health between the rural and the urban elderly. In order to do that I collected the data through questioning 238 people in 3 urban areas in Busan and 201 people in 9 rural areas near Daegu. The degree of their family support is 36.70 on the average in the rural area and 40.77 in the urban area. The degree of family support of urban elderly is a little higher. According to general characters between the differences of family support in both areas, in the rural area there are differences in sex, age, whether they have a spouse or not, education level, financial state, number of children, number of co living, status of co living, subjective health status, amount of pocket money and how much they are participating in leisure activity. In the urban area there are differences in sex, whether they have a spouse or not, religion, financial state, number of co living, status of co living, subjective health status, amount of pocket money, how much they are participating in leisure activity and house pattern. In the stepwise multiple regression analysis the main variables that affect degree of family support in the rural area are age, whether they have a spouse or not and financial state which account for 33% of the total variance and in the urban area are subjective health status, financial state, whether they have a spouse or not and number of co-living which account for 35%. Health status is better in the urban area(average 36.87) than in the rural area(57.42). In each item the people whose mark was more than 75%(low) have Depression 8.4%, Somatization 8.0% in the urban area and Somatization 8.5%, Depression 8.5%, Anxiety 4.0%, Phobic anxiety 4.0%, Obsessive compulsive reaction 2.5%, Hostility 2.0%, Paranoid ideation 2.0%, Psychoticism 1.5% and Interpersonal sensitivity 1.5% in the rural area. In the mental health condition, on the basis of 4 points in both areas, the average is Somatization(rural : 1.69, urban : 1.51), Depression (rural : 1.64, urban : 1.37) and Obsessive compulsive reaction(rural : 1.33, urban : 0.99). According to the differences between mental health conditions by general characters, in the rural area the differences are presented in sex, age, whether they have a spouse or not, religion, education level, financial state, number of children, status of co living, subjective health status, amount of pocket money and how much they are participating in leisure activity, in the urban area the differences are presented in sex, whether they have a spouse or not, religion, financial state, number of co living, status of co living, subjective health status, house pattern, amount of pocket money and how much they are participating in leisure activity. In the stepwise multiple regression analysis the main variables that affect mental health condition in the rural are family support degree subjective health status, religion sex, age and financial state which account for 43% of the total and in the urban area are family support degree, subjective health status and financial state which account for 51%. In the matter of family support degree and mental health condition the rural area was -0.4555, of urban area was -0.6446. The rural area that has a high percentage in family support degree and mental health condition Depression was -0.5036, Psychoticism was -0.4265 in the urban area Psychoticism was -0.6452, Depression was -0.5955. Family support has a great influence on mental health of old people and family support and mental health condition can be different according to living area. So in their problems nursing intervention through family and nursing strategies according to living area should be established.
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.