• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Journal of the Korean Applied Science and Technology
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• v.38 no.3
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• pp.771-785
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• 2021

This study was performed to provide detailed and comprehensive information on inflammation-related blood indicators, joint range of motion, pain scale, and psychological indicators by patient characteristics by performing a 12-week home-based exercise program for ankylosing spondylitis patients. For the purpose of this study, 10 patients with ankylosing spondylitis were selected by age (30s vs. 40s vs. 50s), gender (male vs. female), and duration (less than 5 years vs. 5 years or more). The home-based exercise program was a combination of aerobic exercise and Pilates-based resistance exercise, and was performed 4 times a week for 12 weeks at an intensity of 50-70% of maximal heart rate (MHR). As a result, after 12 weeks of home-based exercise intervention, the blood C-reactive protein (CRP) concentration of patients with ankylosing spondylitis decreased (-35.6%, p=.002), and the blood inflammation level was improved, and each joint (hip, lumbar, cervical) improved mobility (p<.05). In addition, the bath ankylosing spondylitis disease activity index (BASDAI) was decreased by -67% (p=.001) and the visual analogue scale (VAS) was decreased by -64.8% (p=.001), stiffness and pain has been alleviated. In particular, as the degree of depression decreased by -65.5% (p=.001) and the degree of anxiety by -55.2% (p=.003), 12 weeks of home-based exercise improved not only physical changes but also psychological factors. On the other hand, there was no difference in exercise effect according to age, gender, and disease duration in ankylosing spondylitis patients (p>.05). These results suggest that the 12-week home-based exercise applied in this study can be an effective exercise program that can be universally used for ankylosing spondylitis patients regardless of patient characteristics.

• Korean Journal of Soil Science and Fertilizer
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• v.32 no.3
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• pp.285-294
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• 1999

Changes of chemico-physical properties and mturitiy during pig manure composting were analysed using three kinds of bulking agents with rice hull(T1), rice hull and extruding hull mixture (T2, 1:1, v/v), and extruding hull(T3). During composting process, temperature of T1, T2 and T3 were maintained over $50^{\circ}C$ for 31, 21, and 35 days respectively. Organic matter content of each treatment was decreased from 82.2%, 82.0%, and 82.8% to 70.5%, 68.9% and 69.7% and pH increased to 8.85, 9.91, and 8.80, respectively. Total nitrogen content of all treatments gradually decreased, but C/N ratio, phosphorous, and potassium content did not, show any changes during composting process. Both germination rate and early growth were tested using radish seeds for composting maturity. From those results, it was concluded that all treatments were stabilized after 45th day and extruding hull(T3) added compost was superior to others. The test of suppressive effect showed that all treatment have no effect against Fusarium oxysporum, Alternaria altemata, Botrytis cinerea. Compost supplemented with rice hull showed an inhibitory effect after 30th days, while compost supplemented with rice hull and extruding hull(T2) had an inhibitory effect during all period against Rhizoctonia solani. But treatment with extruding hull(T3) added compost did not have any inhibitory effect against Rhizoctonia solani. Only 63th samples in T1 and T2 treatment showed inhibitory effect against Colletoerichum gloeosporioides. However, T3 did not. Suppressive effect of extracts from 67 kinds of composts was investigated in vitro against plant pathogens, such as Fusauum oxysporum. Alternaria alternata, Colletotrichum gloeospoioides, Rhizoctonia solani, and Botrytis cinerea. Thirty two of them showed inhibitory effect against more than one phytopathogen, nine against one pathogen, four against two, six against three, six against four, and seven against five.

• Journal of the Korean Society of Radiology
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• v.11 no.2
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• pp.145-155
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• 2017

The purpose of this study was to compare and analyze changes in body composition and bone mineral density (BMD) during combined exercise in premenopausal women who did not take regular diet or regular physical activity within 6 months, In addition to being able to recognize the importance of pre-menopausal women's health and exercise, it also provides basic data for the development of educational programs for early prevention of osteoporosis prevention education I want to. The average age of the subjects in their 30s was 35.44 years and their height was 158.89 cm in their 30s. The average age of the subjects in their 40s was 41.89 and their average height was 160.78 cm in their 40s. Body composition, BMI, and body fat percentage were higher in the 30s, and bone mineral content, lean body mass, skeletal muscle mass, body weight, body fat mass and waist circumference were higher in their forties. Lumbar spine BMD and femur density were higher in their 30s than their 40s. Body composition, skeletal muscle mass, and fat mass increased in the 30s body composition by age - related complex exercise in premenopausal women, body fat mass, body fat percentage, waist circumference decreased. Body mass, body fat, body fat percentage, and BMI decreased in the 40s. The lumbar spine, the lumbar spine, the lumbar spine, and the femur were increased in the lumbar spine, the lumbar spine, the femur, and the femur. In the post-analysis results, changes in body composition were statistically significant due to decrease in muscle mass, body weight, body fat mass and BMI after combined exercise. In the change of bone density, lumbar spine BMD was measured as lumbar spine 1, lumbar spine 2, lumbar spine 3, And the femur density was increase.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.2
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• pp.27-36
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• 2018

This study suggests the necessity of behavior analysis as changes to a park environment to reflect user desires can be implemented only by grasping the needs of park users. Online data (blog) were defined as the basic data of the study. After collecting data by 5 - year units, data mining was used to derive the characteristics of the time series behavior while the significance of the online data was verified through social network analysis. The results of the text mining analysis are as follows. First, primary results included 'walking', 'photography', 'riding bicycles'(inline, kickboard, etc.), and 'eating'. Second, in the early days of the collected data, active physical activity such as exercise was the main factor, but recent passive behavior such as eating, using a mobile phone, games, food and drinking coffee also appeared as a new behavior characteristic in parks. Third, the factors affecting the behavior of park users are the changes of various conditions of society such as internet development and a culture of expressing unique personalities and styles. Fourth, the special behaviors appearing at Olympic Park were derived from educational activities such as cultural activities including watching performances and history lessons. In conclusion, it has been shown that people's lifestyle changes and the behavior of a park are influenced by the changes of the various times rather than the original purpose that was intended during park planning and design. Therefore, it is necessary to create an environment tailored to users by considering the main behaviors and influencing factors of Olympic Park. Text mining used as an analytical method has the merit that past data can be collected. Therefore, it is possible to form analysis from a long-term viewpoint of behavior analysis as well as to measure new behavior and value with derived keywords. In addition, the validity of online data was verified through social network analysis to increase the legitimacy of research results. Research on more comprehensive behavior analysis should be carried out by diversifying the types of data collected later, and various methods for verifying the accuracy and reliability of large-volume data will be needed.

• Journal of Nutrition and Health
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• v.49 no.5
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• pp.347-357
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• 2016

Purpose: This study investigated bone mineral density and nutritional state according to consumption of milk in Korean postmenopausal women who drink coffee. Methods: Using the 2008~2009 Korean National Health & Nutrition Examination Survey data, a total of 1,373 postmenopausal females aged 50 yrs and over were analyzed after excluding those with diseases related to bone health. According to coffee and/or milk consumption, subjects were divided into four groups: coffee only, both coffee & milk, milk only, and none of the above. All data were processed after application of weighted values and adjustment of age, body mass index, physical activity, drinking, and smoking using a general linear model. For analysis of nutrient intake and bone density, data were additionally adjusted by total energy and calcium intake. Results: The coffee & milk group had more subjects younger than 65 yrs and higher education, urban residents, and higher income than any other group. The coffee only group showed somewhat similar characteristics as the none of the above group, which showed the highest percentage of subjects older than 65 and in a lower education and socio-economic state. Body weight, height, body mass index, and lean mass were the highest in coffee & milk group and lowest in the none of the above group. On the other hand, the milk only group showed the lowest values for body mass index and waist circumference, whereas percent body fat did not show any difference among the groups. The coffee and milk group showed the highest bone mineral density in the total femur and lumbar spine as well as the highest nutritional state and most food group intakes, followed by the milk only group, coffee only group, and none of the above group. In the assessment of osteoporosis based on T-score of bone mineral density, although not significant, the coffee and milk group and milk only group, which showed a better nutritional state, included more subjects with a normal bone density, whereas the none of the above group included more subjects with osteoporosis than any other group. Conclusion: Bone mineral density in postmenopausal women might not be affected by coffee drinking if their diets are accompanied by balanced food and nutrient intake including milk.

• Journal of Korean Academy of Nursing
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• v.2 no.1
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.