• Journal of Engineering Education Research
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• v.11 no.4
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• pp.64-75
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• 2008

The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.

• Journal of the Korean Dietetic Association
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• v.12 no.4
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• pp.313-328
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• 2006

This study was objectively performed to identify dietitians' job in the elderly health-care facilities, to assess facilities and dietitian's demographic characteristics, and to determine performance and importance of dietitian's job including the demand of therapeutic diet development. Survey was conducted by mail and samples were the dietitians working in 376 facilities which capacity is over 50 members from nationwide 583 the elderly health-care facilities. Returned questionnaire was 102 and used for statistic analysis. The distributions of the elderly health-care facilities showed 39 the elderly nursing facilities(38.2%), 32 skilled nursing facilities (32.4%), 13 geriatrics hospital facilities(12.7%) and 9 the elderly cost nursing facilities(8.8%). 60.0 percent of the samples showed its menu price as 1,000 to 1,500 won. A cycle-menu program was in-use at the 79.0% facilities, but only 7.1% facilities have been introduced a selected menu system. 92.9% facilities employed only one dietitian. In the demographic characteristics of dietitian only 14.7% dietitian had a clinical dietitian license and 51.5% of respondents answered at least 1 to 3 months internship program is needed. Job activities of the dietitian in the elderly health-care foodservice were identified as 45 activities with 9 dimensions. Job performance score evaluated dietitian oneself was 4.71 of 7 points. The average importance score that the dietitian evaluated their own job was 5.66 points of 7. The job activities shown higher importance but lower performance were therapeutic diet development for in-patients, menu development suitable for taste of the elderly, and leadership. Job performance score by characteristics of dietitian and their elderly health-care facilities was significantly associated with experience of dietitian in elderly health-care (F=4.480, p<0.05), education of dietitian(F=2.659, p<0.01), number of dietitian(F=2.245, p<0.05), and number of employee in foodservice(F=2.607, p<0.05). Most common diseases of the aged was proved as hypertension(81.7%), diabetes mellitus(71.4%), and dementia(65.0%). The therapeutic diets frequently provided were diabetes mellitus diet, dysphagia diet, low sodium diet, high fiber diet, and high protein diet, in order. For those reasons, dietitian in the elderly health care emphasized that the information about therapeutic diet development such as diabetes mellitus diet, dysphagia diet, low sodium diet and hypertension diet must be continuously developed and provided. The result from this study can be applicable to enlarge and enrich job activities of dietitian in elderly health-care foodservice.

• Korea Journal of Hospital Management
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• v.7 no.4
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• pp.172-192
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• 2002

The purpose of this study is to ascertain whether the effect of introduction of OCS(Order Communication System) to the hospital is satisfied or not comparing the anticipated effect with the actual effect. For this purpose, a domestic hospital which has introduced and has been operating OCS for several years was chosen. Based on the internal data of S Hospital prepared before introducing OCS, researcher has analyzed the basic direction, design standard and status of operation after the introduction of OCS, etc. After analyzing the status of operations of several departments using OCS and interviewing with the chiefs of pertinent departments, a survey form was designed. Actual survey and interviews were conducted by the researcher for weeks to know whether doctors, nurses, medical technicians and clerks of the patient management dept. were satisfied with OCS and to find if they have any recommendations to improve OCS. Based on the analysis of survey, the effect of OCS was evaluated whether it has satisfied the anticipated effectiveness. For the question if they feel convenient in using OCS, doctors, nursing staffs in charge of ward and the staffs of billing dept. has answered that they were all satisfied(100%). The answers for the same question were relatively high in the case of nurses in charge of outpatient and staffs of radiography. Of course, there have been some nurses and staffs who complained for the inconvenience. However, overall satisfaction was high on the average. Some common problems occurred after the introduction of OCS were frequent errors due to instability of OCS system, paralysis of function of hardware on data back-up system and redundant investment due to erroneous choice of DB program in setting DB. It was also pointed out that lack of computer education and low participation of medical staffs has resulted in failure of developing effective software. As a result, it has lowered the efficiency of OCS. For example, some works have to be done by hands even after OCS. Based on the result of this research, recommendations to maximize the effect of OCS were presented as follows. First, strong leadership of CEO and active cooperation of doctors are mandatory. Second, all the process of hospital work should be analyzed and be redesigned in more efficient ways. Third, OCS should be designed to be user-based system which can be used efficiently by all staffs of the hospital. Forth, prior to the operation of OCS, proper tests of the program and trainings of the pertinent staff are required. Fifth, prior to the selection of hardware, BMT(Bench Marking Test) should be conducted. Sixth, before introducing OCS, staffs in charge of OCS should visit many hospitals operating the OCS system and take their cases into account.

• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• Journal of Korean Public Health Nursing
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• v.15 no.2
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• pp.351-362
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• 2001

This study was conducted to investigate and compare the degree of professional self -concept (PSC) of the psychiatric mental health nurse practitioners (PMHNP) in hospitals and public health centers and to identify the factors predicting PSC of them, in order to provide basic data for developing PSC increasing program PSC. The 355 PMHNP were sampled from the university or general hospitals. mental hospitals, community mental health centers and public health centers across the country. The scales used in this study were PSCNI by Arthur (1990), PSI by Heppner & Petersen (1982) and the Index of work satisfaction by Slavitt et al. (1978). The results of the study were as follows : 1. The average item score of PSCNI of PMHNP in hospitals was $2.83\pm0.27$, and that of PMHNP in public health centers was $2.76\pm0.28$. There was significantly different between two groups (p=0.0202) 2. A comparison of the scores for the dimensions of the PSCNI were as follows ; the mean item score of professional practice of nurses in hospital was $2.90\pm0.30$, and that in public health centers was $2.83\pm0.35$. There were significant differences between two groups in the scores of professional practices (p=0.0315), leadership (p=0.0071) and skills (p=0.0231). 3. There were significant differences between two groups according to education (p=0.0057) with no significant interaction effect of group and education. 4. Job satisfaction (JS) was the highest factor predicting PSC of PMHNP in hospitals $(34.5\%)$, and problem solving inventory score (PS) was the highest factor predicting PSC of PMHNP in public health centers $(33.6\%)$. JS and PS accounted for $42.6\%$ in PSC of PMHNP in hospitals. and PS, JS, age, marital status, religion, and career accounted for $57.6\%$ in PSC of PMHNP in public health centers. In the light of these results. to gam the professional self-concept. nurses should be educated continuously through role modeling in clinical nursing and research. Also, nurse educators and administrators need to develop programs and policies to increase professional self-concept of nurses, particularly of community PMHNP.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Proceedings of the Korean Society of Crop Science Conference
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• 2017.06a
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• pp.3-3
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• 2017

The question of how to establish sustainable agricultural systems has become as prominent as questions related to water, energy and climate change. High input/high output agriculture has brought with it many adverse effects; the massive deterioration of soil and water in both quantity and quality, increased greenhouse gas emissions and an increased prevalence of unsafe foods. Additionally, urbanization and climate change has worsened the shortage of farmland and reduced the supply of agricultural water. Given these challenges, maintaining, conserving and efficiently using agri-environmental resources, through fostering of sustainable agriculture, have emerged as key tasks in solving these problems. What is needed therefore is research, based on systematic and comprehensive empirical analyses, that can propose plans and methods for establishing an appropriate sustainable agricultural system. The empirical analysis of sustainable agricultural system is approached separately from economic, environmental and social aspects. An analysis of environment effect reveals that the available phosphate level is 1.3~2.1 times greater than the optimal amount in rice paddies, upland fields and orchards. Further examination has revealed that the excess nutrient is polluting both ground water and surface water. Analytical results for economic feasibility show that factors of production have been invested heavily in the rice crop. Under these conditions, sustainable agriculture, including low-input agriculture, appears to be a possible alternative that will facilitate simultaneous improvements in both economic feasibility and environment effects. Analysis results for sociality reveal that social factors include the value of producer, association and interior networks. Social conditions are comprised of leadership, consumers' awareness, education and conflict solutions. In addition, analysis as to the degree investments contribute to improving agricultural value added has revealed that the direct payment program is the most effective instrument. Experts confirm that economic feasibility can be improved by scientific and well-reasoned nutrient management on the basis of soil testing. Farmers pointed to 'economic factors' as being the largest obstacle to switching to the practice of sustainable agriculture. They also indicate 'uncertainty with regards to sustainable agriculture technology' as an impediment to practicing sustainable agriculture. Even so, farmers who believe environmental and regional issues to be the most pressing problems have expanded their practice of sustainable agriculture. The keys to establishing sustainable agriculture system are classified into the following four aspects. Firstly, from an economic aspect, the research indicates that agricultural policy needs to be integrated with environmental policy and that the function of market making based on the value chain needs to be revitalized. Secondly, from an environmental aspect, there is a need for an optimal resource management system to be established in the agricultural sector. In addition, sustainable agriculture practice will need to be extended with attendant environmentally-friendly and sustainable intensive technology also requiring further development. Thirdly, from a social aspect, green agriculture management needs to be fostered, technology and education extended, and social conflict mediated. Lastly, from a governance aspect, it will be necessary to strengthen good governance, assign and share suitable roles and responsibilities, build a cooperation system and utilize community supported agriculture.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.295-301
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• 2016

This research is purposed to find the effects of casual sex for college students in order to understand the sexual culture of college students and to provide basic information to counsel the sexual education to college students. The participants of this research were 868 college students and the data were analyzed using the IBM/SPSS 20.0 program. As a result, the passion of college student affected the casual sex very positively. As the rate of responsibility increases, it affects negatively attitude and behavior of casual sex. To go further, the rates of passion influences positively the attitude and behavior of casual sex. For this kind of results, as the casual sex of college student in South Korea is behaved in the dating relationship different to America and the dating is very common in South Korea, it is also showing the criticalness and neediness of the sexual educations about the responsibility of sexual behaviors. Among the college students, the casual sex and casual relationships are already behaved through them. However, the researches of the casual sex is difficult to be found in South Korea. In now days, the casual sex is representing the sexuality of young adults in this united ages. Therefore, the following researches will be well applied to provide the basic informations for sexual counsels and sexual educations.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7635-7647
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• 2015

The purpose of this study is modeling nursing competencies and reasoning out the core competencies, the ability for 20% of important actions for nursing jobs which can manage the rest 80% so that the competency-based nursing curriculum can be developed. A literature review of the vast studies regarding competencies was done to understand the concepts of competency-based curriculum, competency, and nursing competencies, identifying the relationships among each nursing competency categorized in accordance with those concepts. An exemplified concept map of core competencies for the competency-based nursing curriculum is suggested based on a thorough review of various competency modeling methodologies. The core competencies consist of base competency (theoretical/practical nursing knowledge and skills), practical competency (clinical judgment, patient education, communication, etc.), and personality competency (leadership, sense of responsibility, cooperation, etc.). The circular relationship among them can remain consistent through self-directed learning and critical thinking. Therefore, a nurse who have those core competencies is a knowledge worker, a self-directed learner, and also an effective, professional communicator. Further studies which solidify the concept of nursing competencies should be done, as well as the feedback procedures which evaluate the program outcomes and then reflect the evaluation results in the curriculum should be followed continuously.