• Nuclear Engineering and Technology
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• v.45 no.1
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• pp.13-20
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• 2013

This paper looks at the Fukushima disaster from the perspective of resilience engineering, which replaces a search for causes with an understanding of how the system failed in its performance. Referring to the four resilience abilities of responding, monitoring, learning, and anticipating, the paper focuses on how inadequate engineering anticipation or risk assessment during the design, in combination with inadequate response capabilities, precipitated the disaster. One lesson is that systems such as nuclear power plants are complicated, not only in how they function during everyday or exceptional conditions, but also during their whole life cycle. System functions are intrinsically coupled synchronically and diachronically in ways that may affect the ability to respond to extreme conditions.

• Korean Journal of Human Ecology
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• v.5 no.2
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• pp.37-52
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• 1996

The purpose of this study was to explore the nature of parent education programs for fathers with children aged 1 through 5 year-old. One-Hundred forty-four fathers were answered using questionaire designed to elicit their perception of fathering, the details of domain parent education, and parent education program. Data were analyzed quantitatively and qualitatively to determine the contents of parent education program as perceived by the fathers. The results of this study were as follows; 1. Fathers perceived about parent education as 'The training of living behavior', 'The education about essential method of living manners and the guidance for children.' Also, fathers commented some difficult points of raising children as; 'children' sickness', 'Parents' permission or control', and 'Childrens' stubborness'. Many fathers pointed their shortages; 'to be a model of habit and behavior', 'Lacking of enough experience and imagination to their children', and 'Limiting parent's patience to their children'. 2. On the domain of parent education, six subscales of requisite degree was very high. The highest requisite domains like three questions of 34 subordinate question was; 'to encourage their children their children', knowledge about how to develop children' emotions', 'knowledge of their influence to their children' humanity'. 3. Fathers answered that a parent education was needed in infant period. They choose suitable time and place, from p.m.6 to p.m. 9 on a day and once in a week in the kindergarten. Also, the contents of parent education program were needed in order as follows; 'Communication method with a child', 'Formation of living behavior'. Moreover, 77.6% of fathers wanted to participate in the parent education program.