• Physical Therapy Korea
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• v.9 no.1
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• pp.17-42
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• 2002

The purpose of this study was to investigate the treatment effect of three interventions on the disuse atrophy of rat hindlimb after two weeks suspension. Forty-eight 11~12 weeks old female Sprague-Dawley white rats were divided into four intervention groups: 1) suspension only (S; n=10), 2) intensive weight bearing treadmill (IWBT; n=10), 3) electrical stimulation (ES; n=9), 4) 2)+3) (ES/IWBT; n=9). Another 10 rats received no intervention or hindlimb suspension and served as controls (C). After the interventions, 1) the cross-sectional area (CSA), 2) the ratio of white muscle fiber composition (WMFC), 3) isometric tetanic tension (ITT), and 4) muscle weights (MWs) were measured from the four calf muscle specimens. The results were as follows: 1. In all intervention groups, the CSAs of medial and lateral gastrocnemius (MG LG), soleus (SOL), and flexor digitorum superficialis (FDS) decreased when compared to the control (C) group (p<.05). The CSA increased in FDS and LG for the IWBT group, in SOL for the ES/IWBT group compared to the S only group (p<.05). 2. The ratios of WMFC in MG, LG, SOL, and FDS increased compared to the C group for all interventions (p<.05). The ratios of WMFC decreased in SOL and LG for the IWBT group, in SOL for the ES/IWBT group compared to the S only group, and decreased in SOL for the ES/IWBT group compared to the IWBT group (p<.05). 3. The ITT in the MG, LG, SOL, and FDS decreased compared to the C group for all interventions (p<.05). The ITT increased in MG LG/FDS, SOL, and the whole calf muscles (WCMs) in the IWBT, ES and ES/IWBT groups compared to the S only group (p<.05). 4. The MWs in MG LG/FDS, SOL, WCMs decreased compared to the C group for all interventions (p<.05). The MWs increased in MG LG/FDS and WCMs for the IWBT group, in SOL for the ES group, and in SOL for the ES/IWBT group compared to the S only group (p<.05). 5. In atrophied muscles, the IWBT group showed the best recovery and the ES/IWBT and ES groups followed in decreasing order. The most susceptible muscle to disuse atrophy was the SOL. But conversely, it showed the best recovery in the ES/IWBT group. After two weeks of hindlimb suspension, the calf muscles of rats atrophied and their isometric tension decreased. These changes were best reversed by hindlimb-focused treadmill activity. The next best results were achieved by electrical stimulation combined with the treadmill followed by only electrical stimulation. These findings indicate that full weight bearing treadmill activity alone or in combination with electrical stimulation are effective treatments for non-weight bearing induced muscle atrophy. Further study of the effect of different intensities of electrical stimulation and variations in the duration period of full weight bearing treadmill activity on disuse atrophy is recommended.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.159-176
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• 2011

The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• 대한공업교육학회지
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• v.33 no.2
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• pp.192-217
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• 2008

This paper investigated the perceived criticalities and patterns of Korean Professional Engineer's competency regarding the working activities of automative product development, manufacturing, etc by using questionnaires responded to the survey which were applied to the automotive professors, experts and professional engineers (vocational parties) by e/mail, etc. This research investigated the following questions: First, what are the characteristic patterns, relevancy and perceived criticalities of Korean Professional Engineer's competencies? Second, What are the ranked priority of the Korean Professional Engineers' competencies? Are there any differency for each item, sub group of job, intelectual criterior of the competencies between relevancy and perceived criticalities according to the types of vocational parties, etc.? Accoring to the results; first, Professor group showed highest points among 3 groups per each item of the competencies by vocational parties Second, Chassis design group ranked top position among the 8 sub groups by vocational parties and, third, Problem Solving Knowledge ranked highest points than any others. Korean Professional Engineers are found to be positioned as key members, leaders and managers on surveying market, product planning, designing product & components, developing component parts, establishing shop with production equipment, managing quality control & material handling, organizing relevant meetings, developing human resources by training and learning, to back up finance with law matters, cooperating with concerned parties to achieve organizational goals, and to coordinate projects. etc, identifying ethical issues and business skills in order to survive and win to be competitive in various kinds of the automotive industry battle fields.

• 대한공업교육학회지
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• v.36 no.1
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• pp.75-94
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• 2011

The purpose of this study is to suggest the basic data in order to examine and perform the plan for activating the team teaching between industry-educational adjunct teachers and vocational teachers in technical high school. The research results are as follows. First, It is found that both teacher groups acknowledge the necessity of the team teaching, but vocational teachers are less likely to recognize the necessity than industry-educational adjunct teachers. Second, In the preparation of team teaching, both two groups of the teachers believe that the preliminary interchange and training between them are to be highly supportive for the activities expected to help teachers. Therefore, it is necessary to have opportunity of communication and narrow the difference of opinions between them by promoting the deep interest about applicable field and sharing the mutual idea between the teachers in the preparation of team teaching. Third, And the two groups recognize that the cooperation and joint establishment of design of team teaching and the individual process or joint progress of class activity are desirable for the proper design of team teaching. Therefore, it is necessary to establish the class environment for the interaction between teachers and students through not only the reciprocal activities between teachers but the interest class by systematically preparing the class design and role division clearly. Fourth, In the practice of team teaching, the two groups believe that the teaching activities can be usually divided and progressed, but it is desirable to work together in the related contents. The vocational teachers recognize that it is necessary to actively interact with students by connecting with the case of industry field. On the other side, industry-educational adjunct teachers think that the learning contents should be selected and organized according to the interests of students by associating with the case of industry field. Fifth, And two groups of teachers recognize that it is desirable to evaluate the grade by reflecting on the assessment by vocational teachers(50%), industry-educational adjunct teachers(50%).

• 대한공업교육학회지
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• v.38 no.2
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• pp.27-47
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• 2013

This study aims to suggest a way to improve the professional abilities of the principals of meister high schools by analysing their perception of the standards of performance of their duties. To carry out this study, we have developed the standards of performance of the duties of the principals of meister high schools through the systematic research on the realm of the duties of the principals of meister high schools, and analysed the principals' perception of their duties using the developed standards of performance of their duties. The results of this study are as followed. First, In the stage of planning the school management, the school management plan, the ways to get budget, the plan for evaluation and feedback of the accomplishment of the performance of school management plan should be included. Second, The area of the school management is subdivided into securing school budget, reviewing and arranging the budgets demanded by teachers, executing school budgets, obtaining school equipments and facilities, maintaining school equipments and facilities, managing school feeding, organizing and operating school steering committee, reflecting the opinions of school steering committee. Third, The school curriculum should be developed by a job analysis and the teaching should reflect the analysis. Fourth, The area of the career path and the management of the career for young meisters includes the analysis of the demand of students, parents, and companies, the development of meister growth route and program for managing their career, and the analysis of meister growth route and reflection of the results of the analysis. Fifth, The field of guiding students includes supporting the students counseling service, and managing a variety of school events. 6th, In the realm of cooperation with communities are included designing programs for collaborating and training students with companies, building cooperation with companies, and obtaining supports from communities and related organizations. 7th, In the area of supporting teachers to improve their professional competence, it figured out that supporting teachers' voluntary learning and studying should take a top priority. In conclusion, it is necessary for meister high school principals to have capability to deal with meister growth route and career management, supporting collaboration with other organizations, building and managing laboratories, encouraging teachers' professional improvement, and operating school curriculum and teaching activities.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1390-1401
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• 2020

This study is a descriptive research to identify the relationship among violence experience, resilience and job stress of nurses working in emergency department. The subjects of this study were 143 nurses with over one year working in emergency departments of 6 hospitals located in D city and C city and collected data through structured questionnaire. It was from November 6th to November 15th. The degree of violent experience of the subjects was 1.26 ± 1.31 out of 4. The average score of resillience was 2.50 ± 0.55 out of 4. The average score of job stress was 3.62 ± 0.49 out of 5. The result of correlation between violence experience, resilience and job stress, among the sub factors, in the correlation among violence experience and job stress sub factors, verbal violence experience was significantly positively correlated with nursing work(r=.194, p=.010), role conflict stress(r=.158, p=.030), and physical threat experience was positively correlated with nursing work(r=.200, p=.008), role conflict(r=.162, p=.027), and conflict with doctor(r=.145, p=.042). In the correlation between resilience and job stress sub factors, nursing work stress is hardness(r=-.189, p=.012), persistence(r=-.165, p=.025), and optimism (r=-.186, p=.013) and there was a negative correlation with the region. Expertise stress is hardness(r=-.230, p=.003), persistence(r=-.195, p=.010), optimistic(r=-.194, p=.010) and there was a negative correlation. Nurse-treated stress was positively correlated with spirituality(r=.154, p=.033). In the subcategory correlations of resilience and violent experience, the hardness had a negative correlation with the physical threat(r=-.150, p=.037) experience. The persistence was negatively correlated with the experience of physical threats(r=-.138, p=.050). The optimism was negatively correlated with the experience of physical violence(r=-.151, p=.036). As a result, it is necessary to create a safe working environment free from violence and to reinforce training on how to deal with violence in order to reduce the job stress of emergency department nurses. In addition, measures to cope with stress according to age and work experience and programs to increase resilience should be developed and mediated to reduce the job stress of emergency department nurses.

• Journal of Korean Medical classics
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• v.4
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• pp.19-73
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• 1990

Today, many people are more interested in preventing the disease than curing it. Chi-Kung (氣功) is the way of Life-Cultivation (養生法) peculiar to the orient, it is reported in china that Chi-Kung has an excellent curative value not only in curing the disease but also in preventing it. But the full-scale study of Chi-Kung is not be made up to now in Korea, so I studied the developmental history of chinese Chi-Kung through the oriental medical books. From this study, I reached the following conclusions ; 1. Chi-Kung is naturally derived from the self-preservation instinct to adapt oneself to circumstances of the nature, but in the investigation from the documentational records, it is originated in the treatment method of the Sam-Huang-O-Jae (三皇五帝 )period to cure the abnormal circulation of the vital force and blood caused by damp (濕). 2. As the principle and the method of the Life-Cultivation of the Chun-chu-Jeon-Kook (春秋戰國) periods were recorded in Huang-Jae-Nai-Gyung (黃帝內徑) detailly and the remedy examples by ancient Chi-Kung such as Tao-Yin (導引), Haeng-Chi (行氣) were presented, we considered that theoretical basis of the development of Life-cultivation and Chi-Kung study was furnished in that period. 3. A famous doctor, Hwa-Ta (華陀) lived in Han dynasty, researched the theory and practice of Tao-Yin transmitted from the former generations, as that result, he formed a kind of medical gymnastics what is called O-Keum-Hi (五禽戱). It is considered that 'O-Keum-Hi' is a Tao-Yin method developed more practically and systemetically than the Tao-Yin appeared in the 'Jang-Ja' (莊子) or 'Hoy-Nam-Ja' (淮南子). 4. In Wui-Jin-Nambook Jo (魏晋南北朝) periods, the contents of Chi-Kung were more abundant under the influence of Buddhism (佛敎) and Taoism (道敎). Galhong (葛洪), the author of 'Po-Bak-Ja' (抱朴子) arranged the ancient Chi-Kung method systematically first of all, Tao-Goeng-Gyung (陶宏景), the author of 'Yang-Seong-Yeun-Myung-Rok' (養性延命錄) recorded the 'Yook-Ja-Geul' (六字訣) first time. 5. There is a new development of Chi-Kung therapy in Soo-Tang-Odae (隋唐五代) pefiods, especially So-Won-Bang (巢元方), the author of 'Jey-Byung-Won-Hwu-Ron' (諸病源候論) collected aimost all of the Chi-Kung method, for curing the disease formed before soo (隋) period. From that fact, we supposed that Chi-Kung was utilized more widely in curing the disease. 6. 'So-Ju-Cheon-Hwa-Hu-Peob' (小周天火候法) was adopted as the best orthodox approach under the influence of Nae-Tan-Taoist (道敎內丹學派) in Song-Keum-Won (宋金元) periods, especially in the song dynasty, 'Pal-Dan-Geum' (八段錦) was appeared and assignment of six-Chi (六氣) for bowel and viscera in the 'Yook-Ja-Geul' (六字訣) was decided firmly, that is to say Lung-Si (肺-呬), Heart-Kha (心-呵), Spleen-Hoa (脾-呼), Liver-Hoe (肝-噓), Kidneychui (賢-吹), Three-Burner-shi (三焦-嘻). 7. In Myung-Cheong (明淸) periods, The general practitioner applied the principle of 'Byun-Jeng-Ron-Chi' (辨證論治) to the Chi-Kung field, and after Myeong dynasty the style of doing 'Yook-Ja-Gyel' (六字訣) was developed to the moving style. 8. Today, in china, the study on the Chi-Kung is being progressed constantly under the positive assistance of government, Chi-Kung-Hak (氣功學) has taking its place as a branch of study step by step. It is considered that the establishment of Chi-Kung-Hak Classroom (氣功學教室) and Medical Chi-Kung Center (氣功療法室) for special and systematic research are needed, at the same time the settlement of institutional system for training the Chi-Kung technician (氣功師) is also needed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.5
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• pp.1-13
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• 2015

The purpose of this research is to do exploratory analysis on the relationships between demographic characteristics of entrepreneurial candidates and their developmental level of entrepreneurial traits as well as the choice of business field. We analyzed gender, age, and educational level of the entrepreneurial candidates and their developmental level of entrepreneurial traits such as achievement tendencies, degree of awareness, planning skills, sincerity, interpersonal relationship, and problem-solving skills. Industry fields were classified into 4 types: restaurants, retail, services, internet business. Descriptive statistical analyses, logistic regressions, and variance analyses were performed about the sample data gathered from 1,441 persons since the year 2002 to 2014. Males and highly educated above university preferred service industry than restaurant, retail, and internet business. Females preferred internet business, retail, and restaurants than service industry field. The young persons under 20 showed higher probability to choose internet business. The college level and high school graduates preferred retail and restaurants than service industry. The developmental level of entrepreneurial traits were higher in male and highly educated. By this study, we could find the divide between groups with high and low probabilities of failure: restaurants and retail field showed higher failure probability than service industry in the business fields of self-employed. Furthermore, we could identify that entrepreneurial traits also had been developed differently depending on the groups. It is necessary to refrain from entering into the fields with high failure probabilities as well as to provide supporting policies to build the systems and environment to reduce the cases to begin new business without special knowledges and know-hows. The competency development training should be provided in the early stage of start-ups considering their entrepreneurial traits and aptitudes. Not only the assessment of the entrepreneurial traits but also professional counseling from initial stage are necessary.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.3
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• pp.33-46
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• 2020

This study analyzes the entrepreneurship education phenomena for agri-food entrepreneurs whose main business is the production of agricultural products and the sale of processed products, using the qualitative study Strauss & Corbin(1998)'s evidence theory approach. From the entrepreneur's point of view, I would like to summarize the phenomena that appear in education, and to prepare a theoretical basis for explaining the phenomena. The importance of entrepreneurship education is emphasized to cultivate the ability to develop and provide products tailored to customers. The necessity of education leads to an increase in demand according to the situational awareness of the founders, and the quantitative increase in entrepreneurship education in the agri-food sector is a clear trend. Inevitably, the need for various discussions on systematic and effective entrepreneurship education is raised. For the study, an interview was conducted with preliminary or entrepreneur who have experienced entrepreneurship education in the agri-food sector. As a research method, I use Strauss & Corbin(1998)'s approach and analyze qualitative data using QSR's NVIVO 12 program. Through this study, it was found that contextual and systematic entrepreneurship education in the agri-food sector has the effect of strengthening competitiveness and strengthening sales. There is a need for follow-up management of trainees. Strengthening the competitiveness of start-ups is based on training professional manpower through education and linking regions with cities. Strengthening sales is based on product planning and market development. This study explores entrepreneurship education in the agri-food sector, which has not been actively conducted in the past. Exploratory analysis on the experiences of the founders of agri-food sector as education demanders has an important meaning for understanding the phenomenon of start-up education.