• Journal of Korean Academy of Nursing
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• v.33 no.8
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• pp.1111-1118
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• 2003

Background. A midwife is a medical professional who has a nursing license, and is also licensed as a midwife with one additional year of education. In this globalization era, a midwife's role is increasing in importance for women and children's health care worldwide. Purpose. The primary purpose was to analyze midwifery education programs in Korea and other nations. The secondary purpose was to define strategies to improve midwifery education and practice, and to extend the role of a midwife women and children's health care in Korea. Methods & Results. 1) The definition of a midwife and midwifery practice recognized internationally by World Health Organization (WHO) and International Council of Nurse Midwives (ICNM) was identified. 2) Midwifery education programs of Korea, U.S.A., Sweden, Australia, and Japan, were investigated and discussed. 3) Core competencies for the basic midwifery practice suggested by ACNM of the U.S.A. were reviewed as standard of midwifery practice. 4) As for the midwifery education system, a Masters degree program in a college of nursing is suggested. 5) The role of a midwife includes not only health care of childbirth women and newborn babies, but also a lifelong health care of women as well as her family and children. Conclusion. An effort to extend the midwife's role and to improve service is imperative. The Laws/Acts related to midwives should be revised in regard to education, and practices, and the national examination for midwifery licensure needs revision to qualify for international approval. Also, midwifery curriculum and standards of practice need to be evaluated periodically, and an effective system needs to be established to renew midwife licenses.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.665-673
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• 1999

We examined how science teachers in middle schools practiced and perceived using analogies. A survey was administered to obtain 131 teachers' responses from 22 middle schools in Seoul. Most science teachers used analogies frequently in their instructions, and had positive attitudes toward the effect of analogies. They agreed that relevant figures should be presented with analogies, analogy itself should be explained to their students, and something to mislead the students' idea should be mentioned. They also responded that they practiced so in their instructions. However, it was revealed that they neither explained a concept with several analogies nor helped students to make self-generated analogies. Their idea was that proper analogy sources and instructional models were needed for using analogy effectively in science instruction. The teachers with above masters degree explained the analogy itself, and they perceived the needs for supplements and strategies in using analogy more affirmatively. The teachers possessing modern perceptions to science instructions and students' activities rather than classical ones used analogies more frequently and effectively.

• Journal of Periodontal and Implant Science
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• v.26 no.1
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• pp.266-275
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• 1996

The purpose of this study was to evaluate the effect of anatomical predisposing factors on the development of furcation involvement. Root trunk length, root divergency angle, buccal root trunk concavity and cervical enamel projection of the mandibular 1st and 2nd molars with(l03 teeth) and without(42 teeth) furcation involvement and enamel projection were classified by Lindhe's degree and Masters's classification, respectively, and buccal root trunk concavity was examined by probing. Statistical analysis was performed by means of ANOVA and CHI-SQUARE test in Microstat. The obtained results were as follows : 1. Root trunk length was longer in teeth without furcation involvement($4.20{\pm}1.05mm$) than teeth with furcation involvement(I : $3.62{\pm}0.68mm$, II : $3.64{\pm}0.86mm$, III: $3.61{\pm}0.74mm$)(p<0.05), but there was fno significant difference among furcation involvement group according to the degree of furcation involvement(p0>.05). 2. The root divergency angle was wider in teeth with furcation involvement(I : $53.14^0{\pm}15.11^0$, II : $44.82^0{\pm}14.26^0$, III : $52.69^0{\pm}16.09^0$) than teeth without furcation involvement($34.81^0{\pm}16.57^0$(p<0.05). 3. The group of teeth without furcation involvement showed significantly hign percentage of teeth without buccal root concavity, and the group of teeth with furcation involvement showed significantly hign percentage of teeth with buccal root concavity(p<0.05) 4. The group of teeth without furcation involvement showed higher percentage of teeth with grade I cervical enamel projection, teeth with furcation involvement I or II defect showed higher percentage of teeth with grade II enamel projection, and teeth with furcation involvement III defect showed higher percentage of teeth with grade III enamel projection(p<0.05) The results suggest that short root trunk length, wide root divergency, buccal root concavity and well-developed enamel projection could affect development and progression of furcation involvement as anatomical predisposing factors of periodontal diseases.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2115-2123
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• 2011

The purpose of this study is to draw a general conclusion through summing up theses on parents' need for their education up to the present. The subjects of this study are 25 masters' degree theses on parents' need for their education in the kindergarten from 2001 to 2010. The results of data on parents' education method and style were conducted by frequency analysis. Also it was surveyed if in how many theses the contents of parents' education were rated over average points by Licker. The results of this study are as follows: First, the parents think that the proper frequency of their education is once or two in a semester and the favorite time is from 10 to 12 o'clock or from 2 p. m. to 4 p.m. They also want to learn on Wednesday, Friday and Saturday. And they want a professional as their lecturer the most and then a homeroom teacher. Secondly, in the survey of their education style they like more lecture or a short course than any other thing, and then they like home messenger, group council and so on. But especially they don't like the style of visiting class, book lending, ceremony/class assistance, practice (workshop), and visiting home. Thirdly, they want to know a general guide in the kindergarten of the contents of their education a lot. And they want to know some of a budget, program, and assessment of a principal and the teachers in the kindergarten. Fourthly, they want to know all parts of the parents' roles related to rearing their children in their own elements of the contents of their education above all. And they also want strongly their free time, hobby, the liberal arts, amusement and recreation. Fifthly, in the view of infant development they want strongly to know how to communicate with their children rightly, and how to adjust their children's activities and how to praise or blame their children. And they also want how to form their children's right habit and to guide their children's right acts in the infant period the most. Lastly, they want to know children's physical development and their cognitive development in the view of infant development the most. And then they want to know the development of sociology, creativity, morality, and emotion in good order.