• Korean Security Journal
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• no.42
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• pp.449-468
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• 2015

It is important to identify and discuss what the most vial contributions of criminological theories. In the field of criminology, most significant contributions or advancement have been made on the various issues such as age, the integration of structural and procedural level theories, other theoretical integration debates. However, it is hard to find ant systematic study exploring such a contribution in criminological theories. This study, therefore, has a purpose to discuss three most significant contributions to our theoretical understanding of criminal behavior made since 1985. To accomplish the study purpose, this study choose the followed three theoretical contributions; the emergence of life course theory, the revision of social disorganization theory, and the introduction of social structure and social Learning (SSSL) model. The three theoretical works will be introduced and discussed regarding other theoretical integration trends in the body of this study. The conclusion, contribution of this current study has been discussed in the last conclusion and discussion section.

• Journal of Preventive Medicine and Public Health
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• v.54 no.2
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• pp.153-159
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• 2021

Objectives: Life course exposure to passive smoke may predict health, but there are few validated measures. We tested the reliability and validity of a retrospective life course passive smoking questionnaire. Methods: Participants from the third follow-up of the Childhood Determinants of Adult Health study (2014-2019, ages 36-49 years) retrospectively reported mother/father/other household member smoking when living at home during childhood, including duration (years) and smoking location (never/sometimes/always inside house). The severity of exposure index (SEI; sum of mother/father/other years smoked multiplied by smoking location), cumulative years of exposure (CYE; sum of mother/father/other years), and total household smokers (THS) were derived. The reliability of retrospective passive smoking reports was examined with intraclass correlation coefficients (ICCs) using household smoking reported 34 years earlier in 1985 by participants when aged 7-15 years. Construct validity was examined by correlating retrospective passive smoking with participants' smoking in adulthood and lung function in childhood and adulthood. Results: Among 2082 participants (mean±standard deviation [SD], 45.0±2.5 years; 55.2% females), THS ranged from 0 to 5 (mean±SD, 0.9±1.0), CYE ranged from 0 to 106 (mean±SD, 10.5±13.9), and SEI ranged from 0 to 318 (mean±SD, 24.4±36.0). Retrospective measures showed moderate agreement with total household smokers reported in childhood (ICC, 0.58 to 0.62). The retrospective measures were weakly but significantly (p<0.05) correlated with participants' smoking (r=0.13 to 0.15) and lung function (r= -0.05 to -0.06). Conclusions: The retrospective passive smoking questionnaire showed reasonable reliability and validity. This measure may be useful for epidemiological studies.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.60-74
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• 2008

The purpose of this study was to examine the effects of a brain-based science teaching and learning model on the science related attitudes, scientific inquiry skills and science knowledge of the 2nd graders in Intelligent Life course. For this study, 117 elementary students from four classes of the 2nd grade in Seoul were selected. In the comparison group, traditional instruction was implemented and in the experimental group, instruction according to brain-based science teaching and learning model was implemented for four weeks. The results of this study were as follows : There were little differences between the comparison and experimental groups in terms of the science related attitudes except for the sub-domains of interest and curiosity. And brain-based science teaching and learning model programs improved a few scientific inquiry skills, especially observation and classification. In addition, the experimental groups showed a positive effect on science knowledge. In conclusion, brain-based science teaching and learning model programs were more effective in improvement of the science related attitudes, scientific inquiry skills and science knowledge of elementary students.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.83-103
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• 2012

This thesis is based on an in-depth interview on participation experience of ten immigrants who reside in S Multi-cultural Family Support Center that is located in Gyeonggi-do in Korea Immigration & Integration Program(KIIP). The purpose of this research is to present through it's basic data for improvement in the operation of KIIP in the future by grasping participation process in KIIP that the immigrants have experienced, problems involved in their operation, and related requirements. Major results of the research are as follows: First, the motive for the immigrants' participation in KIIP was to acquire Korean nationality, learn Korean, and prepare for their future in Korea. Second, as a difficulty in participation in KIIP, access to educational institutions loomed large. Third, regarding improvements in the operation of KIIP, marriage immigrants needed to continue Korean language education, whereas other immigrants revealed a demand for opening evening classes or weekend classes. In the final analysis, it seems that for KIIP to provide an opportunity for the immigrants to have a vision for their life in the future, as well as for its realization in Korean society, policy-oriented institutional support that pays attention to their life situation and demands is badly needed.

• Journal of Oriental Neuropsychiatry
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• v.19 no.1
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• pp.55-70
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• 2008

Objective : The aim of this study is to investigate and measure the Test-anxiety of college students in OO Oriental Medicine by using Korea's version-Test Anxiey Inventory(K-TAI-K), State-Trait Anxiety Inventory(STAI), Symptom Check List-90-Revision(SCL-90-R), etc. Methods : We studied 181 students who being at OO College of Oriental Medicine in second semester, 2007 We used some questionaries like K-TAI-K, STAI, SCL-90-R , College Life Satisfacaion, Life Event Questionnaire. Results and Conclusions : 1.141 persons(83,43%) of students feel the largest test anxiety before test. 18 persons(9.94%) of students feel the largest test anxiety after test. 2.The 1st grade students of preparatory course and 4th grade students of regular course have the lowest score in State Anxiety Inventory and obsessive-compulsive of SCL-90-R. The 2nd grade students of regular course have the lowest score in State Anxiety Inventory and obsessive-compulsive of SCL-90-R 3. Students who failed in test one time have the lowest score , and who failed in test more than two times have the highest score in K-TAl-K Students who failed one time in grade promotion more than two times showed high score in second K-TAI-K. 4. The higher grade, the lower score in College Life Satisfaction. The scores of College Life Satisfaction have negative correlations with those of K-TAI-K, STAI SCL-90-R except phobic anxiety, 5. The scores of Life Event Questionnaire have positive correlations with those of K-TAI-K, STAI and SCL-90-R except phobic anxiety. 6. The scores of K-TAl-K have positive correlations with those of STAI, SCL-90-R, College Life Satisfaction and Life Event Questionnaire. A correlation coefficient of obsessive-compulsive scale is highest, anxiety scale is second, interpersonal sensitivity scale is third, depression scale is fourth high among the scales of SCL-90-R.

• Korean Institute of Interior Design Journal
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• v.21 no.5
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• pp.227-236
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• 2012

In order to discuss identity of Interior Design as an academic study, I analyzed educational objectives and curriculums of Interior Design in tertiary educational institutions. To this end, I surveyed 83 colleges and categorized those colleges based on their school system and academic field where the college is included. First, according to the school system I classified them into 2-, 3-, 4-year course. Then, I categorized each of them into subcategories based on their fields; 2 year course into Design field and Construction Engineering field, 3 year course into Construction, Engineering and Design, 4 year course into Design, Life Science, Engineering and Construction. Referring to a Classified table of majors and fields by KIID, I reorganized them into ten big categories: (1)Design Theory (2)Design Technique (3)Interior Composition Elements (4)Basic Practice (5)Advanced Practice (6)Psychology and Behaviour (7)Design Management (8)History of Interior Design (9)Digital Design (10)Communication. The afore-mentioned ten curriculum categories show characteristics formed by composition in each school system. The curriculum categories in school system had differences in composition depending on each field. By examining similarities and differences among them, I concluded attributes of each field. I hope the result of this study can contribute to consistent study to establish and develop the academic identity of Interior Design.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.294-304
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• 2022

The purpose of this study is to examine the effects of a character education program based on self-reflection using a liberal arts course at university. To this end, a single treatment group pre- and post-design was conducted in which data were collected at the beginning and end of the semester for 18 students. For statistical estimation suitable for a small sample size, a non-parametric test was performed to examine the significant mean changes of the data. This program was found to significantly improve the level of self-compassion, life satisfaction, and mental well-being of university students. Based on the above results, it was discussed that the liberal arts course for character education based on self-reflection could be useful as a character education for university students, and the implications and suggestions of the results of this study were presented.

• Korean Journal of Health Education and Promotion
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• v.21 no.1
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• pp.183-195
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• 2004

The purpose of this study was to discover the effects on women's health education for college women on their health promotion behaviors and the health related knowledge. The content of women's health education consisted of sex education, smoking, alcohol, exercise, nutrition, diet and stress management. “A Women and Heath” course was provided as an optional full term subject in the years of 2002 and 2003 at C University in G City. Out of 210 students who had chosen this course, 134 had agreed to participate in the research and had answered the same questionnaire which was given before the education and 14 weeks after the course at the last class. The findings are as follows： 1. It was found that the subjects have obtained knowledge mainly from television, radio, the Internet, women's magazines in order before the education. 2. Knowledge related to women"s health origionally scored low(average 1.92 out of 5). However, having completed a course on women and their health, they showed a significant increase of knowledge statistically(t＝26.945, p＝ .001) with average score of 3.48. 3. Health promotion behaviors who had completed the course has statistically significantly increased (t＝6.464, p＝ .001) compared to before the education. The results of this study are that by providing a women's health related course for college women on a regular basis, they could broaden their health related knowledge and become more active in practicing health promotion behaviors. This shows us the need to broaden the curriculum on women's health at the college level so that women have good knowledge and practice the knowledge for the sake of their health throughout their life.

• Asian Journal of Turfgrass Science
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• v.23 no.1
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• pp.61-76
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• 2009

The purpose of this study are to investigate the reasonable maintenance expense of golf course according to the size and management system of each golf course. The maintenance cost per hole per golfer of 29 golf courses and the maintenance cost for items and locations of 8 golf courses were analyzed. 1. As golfers per hole increased, maintenance cost per hole per golfer decreased. 2. The decisive cost factors for maintenance cost of golf course are the number of annual golfers, the total course size, the management system, and automation of course facilities. 3. Maintenance cost of golf courses contained the landscaping areas except for building and parking lots is $869^{\}/_{m^2}$ Korean won. 4. Average maintenance cost of 8 golf courses is $44,325,000^{\}/_{hole}$. 5. Labor cost marked the largest portion in the total cost. Among the items of labor cost, repair cost for green ball mark was the highest with the ratio of 26%(\4,163,000). 6. Material cost for Fairways which reaches 30% of the total area was composed of $22%{\sim}44%$ of the total cost of materials. Cost of imported fertilizers, pestcides for insects and diseases, and sands for top dressing was the highest. 7. Material cost for Green which reaches 2% of the total area was composed of $28%{\sim}36%$ of the total cost. Cost of imported products such as particle-shaped fertilizers, micro mineral fertilizers, and soil conditioners was the highest. 8. There is no difference in cost between chemical fertilizers and the environmentally friendly fertilizers even if environmentally friendly fertilizers using microorganism or chitosan materials are also expensive.

• Journal of Korean society of Dental Hygiene
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• v.6 no.3
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• pp.187-201
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• 2006

The purpose of this study is to examine the satisfaction for college life and oral prophylaxis subject and improve the satisfaction for this subject by satisfying students' desire through the results of correlation, and to inspire a professional sense by helping students enjoy healthy college life. In order to achieve these purposes, 127 senior students of the Dental Hygiene Department, Kwangju Health College took part in this study to examine the satisfaction for a study course, a lab, professors, a college, and subjects. The following results were obtained. 1. The overall satisfaction for the Dental Hygiene Department was 2.83 and the highest dissatisfaction factors included difficult subjects and non-aptitude. The overall satisfaction for professors was 3.33 and students wanted professors' human contact with students and a well-prepared lecture. The overall satisfaction for college life was 2.65, suggesting not very high satisfaction, and the highest dissatisfaction factors included similar life to high school and surrounding environment. 2. The overall satisfaction for theory was 3.83 and for practice was 3.91 in oral prophylaxis. While the highest satisfaction was found in 'the objective and direction of class' and 'class and a supplementary lesson in not giving a lecture', the lowest satisfaction was found in 'experience in reading textbook-related materials or books'. 3. The correlation of the satisfaction of theory and practice of oral prophylaxis was examined. The satisfaction of oral prophylaxis theory was positively correlated with a school course, professors, and college, while the satisfaction of oral prophylaxis practice was positively correlated with a school course, professors, college, satisfaction of oral prophylaxis theory, and present health condition(p<0.05). 4. Factors influencing the satisfaction for the theory of oral prophylaxis included professors, while factors influencing the satisfaction for the practice were statistically significant in professors and health condition(p<0.05). Based on these results, in order for professional dental hygienists to be developed as professionals serving society, it is recommended to enhance the satisfaction for an oral prophylaxis subject and that professors should provide warm-hearted support and become a role model as an educator.