• Journal of Integrative Natural Science
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• v.15 no.4
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• pp.163-169
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• 2022

Currently, many universities are implementing software-oriented universities and artificial intelligence-oriented universities to foster software-oriented manpower. We are educating students to design and produce computational thinking and coding directly with their major knowledge. However, computer education is not easy for non-majors, and there are many difficulties in coding. The results of responses from 104 students from the College of Health Sciences and College of Social Management who took the liberal arts computer at University H were analyzed using SPSS 26.0 version. In the liberal arts computer class for non-majors, a PJBL-based class plan was proposed. The effectiveness of PJBL-based classes was confirmed through a questionnaire for the improvement of artificial intelligence liberal arts courses. As a result, PJBL-based education showed statistically significant results in terms of satisfaction, effectiveness, and self-efficiency of classes regardless of major.

• Journal of the Korea Society of Computer and Information
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• v.28 no.11
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• pp.135-145
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• 2023

Due to the decrease in the school-age population, the number of freshmen at local college who lack basic learning skills is increasing. Thus, C college has been running a basic learning ability improvement clinic program. This paper is a case study that investigates the effect of basic learning ability improvement clinic programs on major class immersion, efficacy, and major class satisfaction. In 2022, a total of 459 students were surveyed, including 238 students who participated in online and offline classes for basic learning ability improvement clinics and 221 students who did not participate in classes. Data processing was performed using SPSS Ver. 26.0 was used. The results of this study are as follows. First, among the sub-factors of academic self-efficacy, the group participating in the basic learning ability improvement clinic showed significant differences in task difficulty preference and confidence. Second, the class participation group showed a significant difference in learning immersion in major classes. Third, the class participation group showed significant differences in all sub-factors of major satisfaction. In conclusion, it was found that the basic learning ability improvement clinic class had a significant effect on academic self-efficacy, learning immersion, and major satisfaction.

• Journal of the Korean Home Economics Association
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• v.30 no.2
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• pp.113-137
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• 1992

The purpose of this study was to figure out the urban establishing families' economic structures(income, expenditure, assets, first-present-future housing cost etc.), the states of first-present housing, the future housing plans, and the housing preferences. For this purpose 274 establishing families in Seoul and its metro-politan area were interviewed through the standardized questionnares. Finally 264 questionnares were analyzed. The major findings were as follows; 1. The important source of their monthly incomes was the labor income. But there was often the transfer income from their parents. And the important items of monthly expenditures were savings and foods. In higher income classes, the traffic cost was important relatively. 2. It was found that the urban establishing families were very dependent on their parents for their first-present housing costs. The dependency was stronger in high education classes compared to the low. This was the case in future housing costs. 3. The states and changes of first-present housing showed the demands for an apartment, homeowership, and privacy. These tendencies were higher in high education classes compared to low education classes, but the demands for future housing were according to the monthly income. The present locations were determined majorly by the distance from office and parents. 4. Their housing preferences were different from the present housing states. Furnished rental housing, open living space, large common spaces, and common using of unusual appliances etc. were more preferred by high education classes compared to low education classes.

• Journal of radiological science and technology
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• v.45 no.6
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• pp.531-541
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• 2022

This study surveyed 233 students who experienced non-face-to-face and face-to-face classes in "86 first-year, 76 second-year, and 71 third-year students" enrolled in the radiology department of universities in the Seoul metropolitan area. The main question of questionnaire consisted of a total of 14 questions, including online lectures and face-to-face lectures, use of electronic devices during classes, students' thoughts on flipped learning methods, and finally, whether it was helpful for students who were unable to participate in face-to-face classes due to COVID-19 to take classes online. The responses were composed optional to select the content of the questionnaire and descriptive to obtain open thinking from students. Comparing the significance level of responses of second and third graders based on the first graders, p>0.05 for second graders and p<0.05 for third graders, showing a significant difference in satisfaction with third graders who were greatly damaged by COVID-19 and freshmen. In conclusion, even in a situation where face-to-face lectures can be conducted, it is considered beneficial for students to conduct online lectures and face-to-face lectures according to the method of the major subject.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.20-25
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• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• Journal of Physiology & Pathology in Korean Medicine
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• v.23 no.2
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• pp.294-300
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• 2009

Nowadays, as the era of aging is developing remarkably fast, conventional disease treatments such as surgery or emergency therapy are now being substituted to 'health promotion' and 'health prevention through whole-life management. Recently, many oriental medicine colleges are teaching subjects related to Yangsaeng and Gigong. However, detail investigation about the exact education situation and correlation between among subjects has not been performed yet. Thus, in this research, I collected data about each oriental medicine college's Yangsaeng/Gigong-related subjects' prevalence and management situation through the analysis of 'National Education Report about Korea's Oriental Medicine Colleges' and direct investigation, First, I analyzed oriental medicine colleges' education object. Among 11 basic medicine subjects, there were 2 subjects related to Yangsaeng and Gigong. And among 13 clinical medicine subjects, there were 7 subjects related to Yangsaeng and Gigong. In these subjects, the word 'Yangsaeng' was used for 14 times. The word 'Gigong' was used for 5 times and the words 'natural medicine' and 'alternative medicine' were used for 4 times. Total class hours related to Yangsaeng and Gigong were 19.6 hours (practice classes were 4.6 hours). Each class of subjects had 'study objects'. Study objects were categorized into A (Essential) and B (Recommendation) Items. There were44 A items and 23 B items. Among 11 oriental medicine colleges all over Korea, 10 classes related to Yangsaeng and Gigong existed in 9colleges. 7 classes were included in pre-OM course and 3 classes were included in major-OM course. 6 classes were taught only for one semester and 4 classes were taught for 2 semesters. 6 classes were single unit and 4 classes were 2-units sunjects. 3 classes were held 3 hours a week. 6 classes were held 2 hours a week and one class was held an hour per week. In conclusion, each oriental medicine college should focus on the education and research about Yangsaeng and Gigong. To achieve this object, systemic regulation and specialized human resources should also be made.

• Journal of Distribution Science
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• v.14 no.10
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• pp.127-136
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• 2016

Purpose - This study investigated the effects of lectures in the English medium (EML) on understanding and learning outcomes. Sixty percent of EML lectures in Korea also use Korean for further support. Thus, this situation needs to clearly distinguish the specific impacts of the EML classes on learning outcomes. Here, we use the same English materials, including PowerPoint slides and video content, given in the Korean and English lectures. The difference between the lectures becomes only whether the lecture is delivered in Korean or English. Thus, we can clearly identify whether the language difference makes any difference in learning outcomes. Research design, data, and methodology - Our sample consisted of 91 students taking an international business course the spring of 2015. All course materials, including textbooks, PowerPoint slides, exams, video, and support content, were presented in English. Survey data and exam results were used. Students filled out their student identification number and name, so we could match the surveys against the exam results. Results - First, results show that whether the lecture was delivered in English or Korean was an important factor when students chose the class. Second, English proficiency related to international business and general English levels were higher in the English class than in the Korean class. However, the understanding of key concepts and reading abilities of international business newspapers were the same for students in both classes. Third, teaching materials and lectures were the most important material for the understanding of key concepts in the business major. Fourth, the exam results showed no difference in performance of the students in the English versus the Korean class. This shows that EML classes were not necessarily detrimental to the understanding of major concepts of the lecture. Thus, it is important that researchers carefully design empirical settings to study the effectiveness of EML. Conclusions - The English lecture can be as helpful for enhancing knowledge in the business major as the Korean lecture. For further research, various English lecture forms can be considered to distinguish the effects of the English lecture.

• Journal of the East Asian Society of Dietary Life
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• v.15 no.2
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• pp.137-151
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• 2005

It is estimated that sesame spread to Korea about B.C.1000 years and people cultivated sesame and ate sesame-oil age of three-nations. In the Koryo dynasty, sesame was cultivated as the major crop and there were specialists for making sesame oil. The sesame oil was enough for the both upper and lower classes. In the Chosun dynasty, it was introduced widely the method of sesame and deul-sesame (Perilla japonica) cultivation, the way of keeping sesame oil, and how to make sesame oil. Also, there were several ways of making sesame oil; press oil from raw sesame, or from roasting, boiling, and steaming sesame and etc. Even though sesame-oil and sesames were consumed in large quantities to cook Chan (찬 side dishes) and Byung-gwa (병과 Korean traditional dessert), most of common people could not use freely because it was expensive. You-mil-gwa (유밀과) took always a major dishes in the ceremony or party of the royal classes to the ordinary classes in the Chosun dynasty. Sesames and Sesame-oil made a major role in adding flavor to Chan-mul and Coookies in the Korean traditional cuisine. Especially, sesame-oil was consumed a lot to cook You-mil-gwa, You-kwa (유과), You-jeon-byung (유전병 fried rice cake) and Yak-bab (약밥). Roasted sesame and black sesame were used to cook Da-sik (다식), Gang-jung, and rice cake. Sesame oil and sesame was the major part of vegetable dishes such as Na-mul and it was used to add flavor to steamed, roasted and, pan-fried dishes and to roast, fry, and stew food. Heuk-im-ja-jook(black sesame porridge) and Im-ja-su-soup(임자수탕).

• Proceedings of the EASDL Conference
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• 2004.10a
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• pp.145-174
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• 2004

It is estimated that sesame spread to Korea about BC 1000 years and people cultivated sesame and ate sesame-oil e age of three-nations. In the Koryo dynasty, sesame was cultivated as the major crop and there were specialists for making sesame oil. The sesame oil was enough for the both upper and lower classes. In the Chosun dynasty, it was introduced widely the method of sesame and deul-sesame (Perilla japonica) cultivation, the way of keeping sesame oil, and how to make sesame oil. Also, there were several ways of making sesame oil; press oil from raw sesame, or from roasting, boiling, and steaming sesame and etc. Even though sesame-oil and sesames were consumed in large quantities to cook Chan(饌, side dishes) and Byung-gwa(餠菓, Korean traditional dessert), most of common people could not use freely because it was expensive. You-mil-gwa(油蜜菓) took always a major dishes in the ceremony or party of the royal classes to the ordinary classes in the Chosun dynasty. Sesames and Sesame-oil made a major role in adding flavor to Chan-mul and Coookies in the Korean traditional cuisine. Especially, sesame-oil was consumed a lot to cook You-mil-gwa, You-kwa(油菓), You-jeon-byung(油煎餠 fried rice cake) and Yak-bab(藥飯). Roasted sesame and black sesame were used to cook Da-sik(茶食), Gang-jung, and rice cake. Sesame oil and sesame was the major part of vegetable dishes such as Na-mul and it was used to add flavor to steamed, roasted and, pan-fried dishes and to roast, fry, and stew food. Heuk-im-ja-jook(black sesame porridge) and Im-ja-su-soup (荏子水湯).

• The Journal of Korean Academic Society of Nursing Education
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• v.8 no.1
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• pp.7-16
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• 2002

Purpose : The purpose of this study was to examine the relationship between the high school-girls' trait-state anger, personal relationship position in class and bullying behaviors, and to develope the nursing intervention to prevent the damages of young people's mind according to the bullying conditions. Method : The objects of this study chose from the girls high schools in 'D' city and 233 students answered the questions. The data were collected from June. 11 to 20. 2001. The major instruments used for this study were Trait Anger-State Anger Scale(Chon, 1995) to inquire the level of anger and Bullying Behaviors Scale(Kim, 2000) and personal relationship position in class. Statistical analysis for the research included descriptive statistics, t-test and correlational analysis, and for the analysis of data the SPSS program was used. Result : The results of this study were summarized as follows: 1) Total participant's trait anger had a positive correlation with state anger and bullying behaviors. Also, state anger was positively correlated to bullying behaviors. 2) The participants in the classes with perceived bullying phenomenon showed higher score of trait anger and bullying behaviors than those in the classes with non-perceived bullying phenomenon. 3) According to personal relationship position of the class, central group of the classes with perceived bullying phenomenon showed higher score of trait anger and bullying behaviors than those of the classes with non-perceived bullying phenomenon. 4) Also, central group of the classes with perceived bullying phenomenon showed higher score of bullying behaviors than peripheral group in the same classes. 5) The peripheral group of the classes with perceived bullying phenomenon showed higher score of bullying behaviors than those of the classes with non-perceived bullying phenomenon. 6) Central group's trait anger of the classes with perceived bullying phenomenon had a positive correlation to state anger and bullying behaviors. Also, central group's state anger was positively correlated to bullying behaviors. conclusion : In conclusion, the level of trait anger and state anger in high school girls affected to occur the bullying behaviors in students and especially, the trait anger in central group students was primary factor for the effect.