• The Korean Society of Law and Medicine
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• v.21 no.3
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• pp.117-144
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• 2020

In accordance with Article 15 of the Medical Law, medical personnel in Korea cannot refuse treatment of a patient unless there is a justifiable reason, and violation of this obligations is subject to criminal penalties. Japan also stipulates the same content in the law. However, this violation of obligations in Japan is not subject to criminal penalties, and is used as a judgment element of the liability for damages of doctors only in the case of damage to the patient. However, in both countries, it is difficult to interpret and apply the law because the regulation is a little ambiguous. In particular, the key is to find out what is the justifiable reason for the doctor to refuse treatment of the patient. Recently, Japan has completed the work of re-examining the discussion on medical refusal from a modern perspective in terms of improving the excessive working environment of doctors. On the other hand, in Korea, it is not clear in what cases it is possible to refuse treatment. because there is a lack of systematic discussion on medical refusal. Rather, unnecessary misunderstandings and controversies have resulted in the loss of trust between patients and doctors. In Korea, there is already a legal right for a doctor to reject it according to his religious beliefs or conscience in the implementation of the suspension of life-sustaining treatment decisions. And in the case of an abortion, debates are underway that doctors should be given the right to refuse it. This study introduces the current state of discussion in Japan, and examines the issues surrounding medical refusal in Korea. It is hoped that this study will facilitate further discussions on the medical refusal.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.447-454
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• 2022

The purpose of this study was to strengthen the practicality of preliminary teachers in preparation for future education, to respond to structural changes in the teacher training system due to a decrease in the school-age population, and to seek a future-oriented direction for the curriculum of teacher training institutions. To this end, we analyzed the competency diagnosis items of the teacher training institutes in the 5th cycle from 2019 to 2020, and based on the proposal for the development plan for the teacher training system announced by the Ministry of Education in July 2021 and the contents of the 4 discussions, content was presented. The results were as follows. First, to nurture creative and convergence-type talents, teacher training institutions need to develop multi-curricular competency and reorganize the curriculum into a future-oriented curriculum. Second, in order to foster the competence of teachers and preliminary teachers in teacher training institutions, it is essential to strengthen the competence of teachers through the introduction of the metaverse, general teaching methods, and ICT-using teaching methods. Third, teachers' training institutions will introduce and strengthen the 'education practice teacher homeroom system' to strengthen school field-oriented practical competencies, 'dedicated mentor-mentee' centered on seniors and juniors, 'monitoring system' led by university professors, and 'probationary teacher system'

• Journal of Digital Convergence
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• v.20 no.2
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• pp.289-297
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• 2022

The purpose of this study was to investigate the perception of dental students based on their experiences of online classes after taking non-face-to-face education courses for all the school semesters in 2020. For the research method, an online survey was conducted on A survey was conducted on 161 dental students enrolled in A University. The analytical method was conducted through frequency analysis, correlation analysis, and multiple regression analysis. The survey analysis findings showed that the satisfaction of dental students' about the non-face-to-face education course was above 4.2, and the detailed items were in the order of the appropriateness of the attendance processing method, satisfaction with recorded video lectures, and the assessment method of the course grade. In the case of the factors that affect the satisfaction of non-face-to-face education courses, the learning system and assessment method were statistically significant. The online class type that is most preferred by the students is recorded video lectures, and the highest number of participants chose 21~30 minutes as the appropriate time for the class content. It is considered that the application of the online system will continue to be used together with face-to-face education courses in the education site and various university-level efforts like systematic support are required to achieve effective learning achievements. This study only investigated the non-face-to-face education operation conditions of A University, so it cannot be generalized to all universities, but it can be used as basic data to provide education curriculum design and supportive measures for the compatibility of face-to-face and non-face-to-face courses.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.163-174
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• 2022

Despite the great interest in the metaverse from academia and industry, research so far has been focused on a specific area, and the background of the study is in the recognition that research is necessary from the perspective of the entire metaverse ecosystem. The purpose of this study was to derive the metaverse research framework and each component to study from the perspective of the metaverse ecosystem, and to study the development stage of the metaverse ecosystem. From an academic point of view, the ecosystem components were derived through the Metaverse IDC-Platform, a framework for applying Michael Porter's diamond model to the metaverse. From a practical point of view, the four components of the metaverse ecosystem interact with each other in terms of metaverse application and development. As the basis of this study, it can be used strategically because it is possible to identify areas for reinforcement in academia and industry and provide basic data for insight by closely examining the strengths and weaknesses of each component. The contribution of research is that it has created a foundation for research that has been limited to specific areas from an ecosystem perspective, unlike before.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.59-75
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• 2022

The purpose of this study is to develop a sustainable dietary education program using garden vegetables for middle school students. Textbook analysis and demand survey were conducted before developing the program. Ten textbooks of technology and home economics for middle and high school students were analyzed and the results showed that none of the textbooks covered food gardening. Two hundred and six middle school students participated in the demand survey and the results revealed that students lack an understanding of food gardening despite high interest. Therefore, six sessions of a sustainable dietary education program using garden vegetables were developed based on a six-step DESIGN procedure. Then, the content validity of the program was evaluated by three experts and the program was revised based on the results. This dietary education program will lead students to live a sustainable diet, eventually benefiting the health and wellness of individuals, communities and ecosystems.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.25-32
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• 2022

The purpose of this study was conducted to develop adult distance literacy education program and verify its effects. The program was developed through the examination on factors affecting online literacy education and necessary analysis and feedback. Pre- and post-tests analyzing the effects of distance literacy education measuring academic understanding factor, learner satisfaction and satisfactory levels on the academic were administered to 49 adult literacy learners before and after a distance literacy education course. Also, this paper try to explore learners who participated in distance literacy education experience, change and that meaning. The results of the content analysis on the program are summarized as follows. First, there were statistically significant differences regarding academic understanding factor, learner satisfaction and perceived learning outcome satisfaction variables since distance literacy education program which is based on ARCS model start. In addition, learners were satisfied with replaying the learning videos several times, and the improved ability to use smart devices. But they expressed regrets about not being able to go to school and the difficulty of using the devices. It means that distance literacy education based on the ARCS model draw a positive learning conclusion. On the basis of these results, suggestions for further research were discussed.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.213-220
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• 2022

The purpose of this study is to investigate the relationship between the characteristics of using new words, ability to use new words, and peer popularity among students with mild intellectual disabilities and general students of the age-matched group. A total of 8 students, 4 students with mild intellectual disabilities aged 14 to 16 years of age and 4 normal students in the age-matched group, were compared between groups using a nonparametric test. In the case of new words, 60 new words were selected through expert content validity among 301 new words, and then recognition and background information on the 60 new words were collected. As a result of the study, first, there was a significant difference in understanding of new words between the student group with mild intellectual disability and the general student group of the same age. Second, the correlation between the use of new words and the popularity of peers was compared for each group of students with mild intellectual disabilities and a group of general students of the same age as possible. Therefore, when providing vocabulary instruction for students with mild intellectual disabilities, it suggests that it is necessary to teach new vocabulary in order to increase their relationship with their peers and their popularity.

• Journal of the Korean Society of Food Culture
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• v.25 no.1
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• pp.100-107
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• 2010

This study was performed to compare the dietary intake and food sources of zinc (Zn), using a database of Zn composition developed in this study, between elementary schoolchildren in a remote rural area (RA, n=58, $9.9{\pm}1.7\;yrs$) and those in an urban area (UA, n=60, $9.4{\pm}1.8\;yrs$) in Chungnam province in Korea. A dietary survey for three days by food record method was performed. All kinds of foods (n=273) consumed by subjects were collected by aliquot sampling method, and the Zn content of these foods were analyzed by wet technique. The results showed that the daily mean intakes of energy, calcium, iron, and vitamin C from diet in the RA were in the range of 49-88% of the Korean DRI (KDRI), while those in the UA were similar to or greater than the KDRI, except for calcium and iron. The daily mean intake of Zn from the RA diet was $7.0{\pm}0.5\;mg/d$ ($114.1{\pm}8.4%$ of the KDRI), and $16.0{\pm}1.0\;mg/d$ ($258.3{\pm}16.3%$ of the KDRI) in that of the UA (p<0.001). The percentage of dietary intake of Zn less than 2/3 of the KDRI was 19.0% in the RA, in comparison to 1.7% in the UA. Those in the RA consumed Zn from plant foods more often than did those in the UA (p<0.001). Beef rib stew was the food source with highest Zn amount for the total subjects, followed by beef rib meat, roasted; and beef soup w/seasoned red pepper sauce. These results showed that some children in the RA had poor Zn nutrition based upon low intakes and poor food sources of Zn, while overall, children in the UA had good Zn nutrition. Therefore, those in RAs should have their Zn nutrition improved through government policy and nutrition education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.167-181
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• 2023

This study utilized TEXTOM, a social network analysis program to analyze changes in current tourism behavior after travel restrictions were eased after the outbreak of COVID-19. Data on the keywords 'domestic travel' and 'overseas travel' were collected from blogs, cafes, and news provided by Naver, Google, and Daum. The collection period was set from April to December 2022 when social distancing was lifted, and 2019 and 2020 were each set as one year and compared and analyzed with 2022. A total of 80 key words were extracted through text mining and centrality analysis was performed using NetDraw. Finally, through the CONCOR, the correlated keywords were clustered into 4. As a result of the study, tourism behavior in 2022 shows tourism recovery before the outbreak of COVID-19, segmentation of travel based on each person's preferred theme, prioritization of each country's corona mitigation policy, and then selecting a tourist destination. It is expected to provide basic data for the development of tourism marketing strategies and tourism products for the newly emerging tourism ecosystem after COVID-19.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.