• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.235-240
• /
• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• Journal of Science Education
• /
• v.38 no.3
• /
• pp.718-736
• /
• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• Journal of Science Education
• /
• v.38 no.3
• /
• pp.670-690
• /
• 2014

The purpose of this study was to analyze paper and pencil test items of life science I in high school to diagnose problems of the test items developed by teachers, and to provide some implication for better assessment. 690 selection-type items and 162 supply-type items in life science I were collected from 10 general high schools. In the analysis of test items, the ratio of the selection-type item and the supply-type item was 81:19 in the number of items based on item type, while the ratio was 74.4:25.6 in the distribution of marks, indicating that the distribution of marks compared to the number of items was higher in the supply-type items. In the analysis by the Bloom's revised taxonomy of educational objectives, the items of 'conceptual knowledge' in the knowledge and those of 'understanding' in the cognition process were shown most in both the selection-type item and the supply-type item. In the analysis by the science assessment frameworks of NAEA, the items of 'knowledge' were shown 9 times more than those of 'inquiry'. When compared to the level of difficulty presented in the two-way specification table and the percentage of correct answers in the selection-type item, the concurrence was 41.5%. When compared to the ratio of number of items based on the item type of the supply-type items, the short-answer items were 34.0%, the descriptive items were 61.1%, and the drawing items were 4.9%. The drawing items were mainly developed in the unit of 'Cells and Continuity of Life'. When the descriptive items were classified by the acceptance of response, all the items were 'response restricted' type, and the items of 'restricted in content range' type among them were highest. When the items were classified by presentation of data, the items of 'presentation of data' type were highest(65.4%), and when classified by type of question, the items of 'knowledge description' type were highest(80.4%). In conclusion, it is needed to develop items belonging to 'inquiry' area more in the school, and to increase the ratio of the descriptive items, presenting various types of items.

• The Journal of Korean Medical History
• /
• v.14 no.2
• /
• pp.109-152
• /
• 2001

Throughout this paper, I adjusted the study of 'Qian Yi'(錢乙)'s Medical Thought, and the following is the summary. 1. 'Qian Yi' wrote 'Xiao Er Yao Zheng Zhi Jue'("小兒藥證直訣", edited by 誾季忠), and there were 'Shang Han Lun Zhi Wei'("傷寒論指微"), 'Ying Ru Lun', however those are loss of the record. 2. Qian Yi's 'Zhi Jue'("直訣") was influenced by 'Lu Xin Jing', yet if we compare the quality of 'Sheng Li, Byeng Li, Bang Jae'(生理, 病理, 方劑), 'Lu Xin Jing' cannot be the foundation of 'Zhi Jue'. He took over 'Nei Jing, Shang Han Lun, Jin Gui Yao Lue, Shen Long Ben Cao Jing, Tai Ping Sheng Hui Fang'("內經", "傷寒論", "金?要略", "神膿本草經", "太平聖惠方") and put them together to the direct clinical experiences of pediatrics. 3. There is no reference regarding the difficulties of pediatric diagnosis and diseases in 'Huang Di Nei Jing'("黃帝內經") Before 'Bei Song'(北宋), regardless of the lack of data related to pediatric diseases, 'Qian Yi' established the pediatric system in 'Xiao Er Yao Zheng Zhi Jue' for the first time. 4. In his diagnosis of the pediatric diseases, he 'Si Zhen He Can'(四診合參), also considered in the eye exam seriously. In addition, he closely combined 'Wu Zang Bian Zheng'(五臟辨證), and diagnosis the pediatric diseases. 5. 'Wu Zang Bian Zheng', what Qian established method was based on 'Zheng Ti Guan'(整體觀) in 'Huang Di Nei Jing'. It was based on clinical experiences and established the perspectives of 'Tian Ren Xiang Ying'(天人相應). First of all, he pinpointed 'Zhu Zheng'(主證) clearly. Secondly, he pinpointed the relationships to symptoms and then, he distinguished a generic character of 'Xu, Shi, Han, Re'(虛, 實, 寒, 熱). Finally, he made an induction from genealogical pediatric physiology. 6. 'Qian Yi' took a serious view of 'Ban Zhen'(斑疹), the inadequate field in those days. At that time, he criticized on the habituation of the misuse of medication. He treated separately which 'Ji Jing'(急驚) as 'Liang Xie'(凉瀉) and 'Man Jing'(慢驚) as 'Wen Bu'(溫補). He proposed 'Cong Gan Zhu Feng, Xin Zhu Jing'(從肝主風, 心主驚) theory and formulated 'Jing Feng'(驚風) theory as well. 7. As an opponent of a tendency to misusage of medicine, 'Qian Yi' made out a prescription with pliant medicine. He emphasized on the treatment to 'Gong Bu Shang Zheng, Bu Bu Zhi Xie, Xiao Bu Jian Shi'(攻不傷正, 補不滯邪, 消補兼施) because he had so lucid demonstration to 'Xu Shi Han Re'(虛實寒熱) of the five viscera in the field of 'Bang Yak'(方藥). 8. There were no pediatrics schools at that time, however, the pediatrics was being made up gradually by 'Jin Yuan Si Da Jia'(金元四大家) who was influenced by 'Qian Yi'. He raised an objection to medical treatment using pliant medicine. 'Qian Yi' applied 'Qu Xia'(驅下) treatment using 'Han Liang'(寒凉) medicine. 'Han Liang Pai'(寒凉派) is greatly influenced by Qian. 'Chen Wen Zhong'(陳文中) had a great impact on 'Han Liang Pai' who used a 'Zao Shu Wen Bu'(燥熟溫補) medicine for treatment. Since 'Song Jin'(宋金), he had a tremendous influence on pediatrics treating patients in both 'Han Wen'(寒溫) ways. 9. 'Qian Yi' had an influence on his medical thoughts on future generations, especially to 'Wan Quan'(萬全) of 'Ming Dai', 'Wu Tang'(吳塘) of 'Qing Dai'(淸代) and 'Yun Shu Jie'(?樹珏) of 'Min Guo'(民國). 'Wan Quan' is an advocate of 'You Yu, Bu Zu Zhi Shuo'(有餘, 不足之說)of 'Xiao Er Wu Zang'(小兒五臟) that he revealed Qian's 'Wu Zang Bian Zheng'(五臟辨證). 'Wu Tang' disclosed Qian's 'Xiao Er Ti Zhi Shuo'(小兒體質說) and 'Xiao Er Ke'(小兒科)'s 'Yong Yao Lun'(用藥論), therefore, he uncovered pediatric physiological characteristics through the advocate of Qian's 'Zang Fu Rou Ruo, Ji Gu Nen Qie, Yi Xu Yi Shi, Yi Han Yi Re' (臟腑柔弱, 肌骨嫩怯, 易虛易實, 易寒易熱). 'Yun Shu Jie' developed intrinsic relationships among time, symptom and 'Tian Ren Xiang Ying Guan'(天人相應觀), What 'Qian Yi' stated about them. And also, he developed Qian's 'Di Huang Wan'(地黃丸), 'Xie Qing Wan'(瀉靑丸), 'Yi Huang San'(益黃散) clinical usages as well. 10. Regarding Qian's 'Wu Zang Xu Shi'(五臟虛實), it has an influence on 'Zhang Yuan Su'(張元素)'s 'Zang Fu Bing Ji Bian Zheng'(臟腑病機辨證). 'Di Huang Wan', 'Xie Qing Wan', 'Xie Xin Tang'(瀉心湯), 'Yi Huang San', 'Xie Huang San'(瀉黃散) are the standard prescription of 'Wu Zang Bu Xie'(五臟補瀉). It is under the influence of Qian's treatment. Besides, 'Qian Yi' took a serious view of 'Xiao Er'(小兒)'s 'Pi Wei'(脾胃). 'Qian Yi' had an impact on 'Li Dong Yuan'(李東垣) one of the member of 'Bu Tu Pai'(補土派). 'Di Huang Wan', which placed great importance on 'Bu Yi Shen Yin'(補益腎陰), had a great impact on 'Da Bu Yin Wan'(大補陰丸) and 'Jin Yuan Si Da Jia' as well. 11. In a theory of Qian's 'Wu Zang Bian Zheng', though it had been stated clearly in 'Wu Zang Bian Zheng', but he neglected in 'Liu Fu Bian Zheng'(六腑辨證). In prescription field, The problem with the medicine is that it is either toxic or mineral, therefore, we are not able to use those medicine in a clinical testing at the present time.

• Pediatric Gastroenterology, Hepatology & Nutrition
• /
• v.2 no.1
• /
• pp.21-29
• /
• 1999

Purpose: The aims of this study are to examine clinical characteristics, patterns of medical care utilization, and factors which determine medical care utilization of elementary school children with recurrent abdominal pain (RAP), to find posssible factors influencing the onset and the course of the disorder. Method: We performed questionnaires in Kwangju on children from two primary schools from June,1 1998 to June 30 and carried out statistical analysis. Result: 1) Total number of questionnaires were 1417. 715 were male and 702 were female and the ratio of male to female was 1.02:1. Average age was 10.3 years. 2) 268 children had RAP (18.9%), boys 132 (18.4%), girls136 (19.2%). 3) The duration of the pain within 10 minutes was 68.5%. 178 children with RAP (66.3%) visited the doctor. The utilization pattern of medical facilities of the pupils with RAP; the most frequently utilized medical facility was pediatrics (35.2%) and the order ran as internal medicine (31.5%), and pharmacy (29.25). The utilization pattern of medical facilities for the older students; the utilization rate of pediatrics decreased, but internal medicine increased. The major factors affecting the selection of the medical facility were geographic accessibility, kindness of the personnel, good results and traffic convenience. 4) Symptoms which were accompanied with abdominal pain were headache (44.5%), chest pain (28.2%), dizziness (26.6%), vomiting (9%), and 119 children (44.5%) had no accompanied symptoms. 5) In 95 children (35.3%) abdominal pain, occured at postprandial time, in 55 children (20.5%) before meal and in 39 children (14.7%) at school. The highest incidence rate of RAP was observed on Monday (21.4%), and the lowest on Saturday (8.7%). 6) The most frequent involved part of the abdomen was periumbrical area (38%) and the order ran as epigastrium and suprapubic area. The most frequent characteristics of abdominal pain were burning pain (36.9%) and the order ran as dull, cramping and colicky pain. Conclusion: RAP is a frequent disease entitiy in children. Too many times children with RAP are treated by other departments instead of Pediatrics. A child has a peculiar growth and development which is different to those from an adult with advancing years. So, it is necessary to choose special medical care and an adequate medical facility.

• Journal of Food Hygiene and Safety
• /
• v.9 no.2
• /
• pp.95-104
• /
• 1994

A study on food sanitation in school textbooks was performed for 7 months from October 1, 1992 through may 31, 1993. A total of 243 textbooks (77 from elementary school level, 52 from junior high school level and 114 from senior high school level) were reviewed and analyzed. This study was performed in order to develop better method for teaching the subjet of food sanitation to students effectively. The results are as follows: 1) A total number of pages of textbooks dealing with food sanitation were 48 pages (0.53%) in elementary level textbooks, 38.05 pages (0.31%) in junior high school level and 105.05 pages (0.34%) in senior high school level. 2) 104.05 pages were allocated for the subject of food storage, 33 pages for insect and rodent control, 32 pages for food poisoning, 15 pages for food contamination and 7 pages for kitchen hygiene. 3) Of the four categories of textbooks, the numbr of pages dealing with food sanitation were 145 in home economics, 31 in physical education, 12 in social studies and 3.0 in science. 4) Home economics and physical education textbooks allocated many pages in dealing with food sanitation. Home economics textbooks had 88 pages for food storage, 26.05 pages for food poisoning, 7 pages for food contamination, and 2 pages for kitchen hygiene. Physical education textbooks had 15 pages about food storage, 4 pages for food poisoning, 5 pages for food contamination, and 1 page for kitchen hygiene. 5) Social studies textbooks had 5 pages for food storage, 4 pages for insect and rodent control, 3 pages for food contamination. 6) The number of pages dealing with food sanitation in elementary school level textbooks were 20 in physical education, 13 in home economics, 12 in social studies, 3 in science respectively. 7) The number of pages dealing with food sanitation in junior high school level textbooks were 31.05 in home economics, and 7.00 in physical education textbooks. 31.50 pages were about food storage, 6 pages about food poisoning, 13 pages about insect and rodent control, and 1 page about kitchen hygiene. 8) The number of pages dealing with food sanitation in senior high school level textbooks were 101.05 in home economics and 4 in physical education textbooks. 64 pages were about food storage, 21.05 about food poisoning, 13 about insect and rodent control, 4 about kitchen hygiene, and 3 about food contamination. 9) Pictures, drawings and tables were used in explaining food sanitation in the textbooks, 32 drawings of a total of 38 cuts in elementary school level textbooks, 8 pictures of 10 cuts in junior high school level and 13 tables of 14 cuts in senior high school level were used. 10) 5th grade textbooks of elementary school did not have a subject on food poisoning. Other grade textbooks in elementary school level did not contain a subject on food contamination and insect and rodent control. It's recommended that these subjects be contained in the textbooks. 11) It is necessary to teach a subject on health or health and environment independently and contain food sanitation in the subject. It is recommended that a textbook on health or health and environment be published and taught to students. 12) It is recommended that teachers specialized in health education be assigened to schools to teach health related subjects. 13) It is recommended that book publishers use the latest information in the textbooks and technical terms be unified.

• Journal of Hospice and Palliative Care
• /
• v.15 no.4
• /
• pp.212-221
• /
• 2012

Purpose: This study was performed to compare nursing students' attitudes toward death among South Korea, Japan and Indonesia, and to confirm the need for death education in nursing. Methods: A total of 294 nursing students completed a questionnaire titled as the Death Attitude Profile-Revised (Wong, Recker, Gesser. 1994). Participating students were from two nursing schools in South Korea, two in Japan and one in Indonesia. Data were analyzed by using descriptive statistics and inferential statistics including, ${\chi}^2$-test, ANOVA and multiple comparison analysis. Results: The total mean score of the DAP-R for the three countries combined was $3.84{\pm}0.73$. By country, the mean was the highest for Indonesian students ($4.32{\pm}0.71$), followed by Korean ($3.75{\pm}0.57$) and Japanese ($3.56{\pm}0.70$) respectively. In relation to subcategories, Indonesian students showed the highest mean score for death avoidance ($3.67{\pm}1.38$) and approach acceptance ($5.37{\pm}1.00$). Korean students marked the highest ($5.51{\pm}0.91$) in neutral acceptance and Japanese students scored the best ($3.63{\pm}1.46$) in escape acceptance. Nursing students who had an experience of caring terminally ill patients tended to be affirmative in approach acceptance (P=0.047). There were significant differences in each of the four subcategories except fear of death among the three countries (P<0.001). Conclusion: The above results indicate it is necessary to develop education programs based on each country's social and cultural background to help nursing students form desirable attitudes toward death.

• Journal of Christian Education in Korea
• /
• v.62
• /
• pp.227-255
• /
• 2020

This paper aims to explore the nature of the making of speaking subject in early Korean Protestantism, focusing on the educational spaces for women. Traditional women could become a speaking subject through various educational programs provided by Protestantism in modern Korea. Especially three kinds of educational space played the crucial role of making women a speaking subject. The first was Bible class established for women in rural areas. Since most Korean women were unable to read and write, Protestant churches taught them Hangul[Korean alphabet] before teaching the Bible. Korean women studied the Bible in Bible class, Women's Bible School, and Women's High Bible School. Through this education, traditional women were liberated from the world of ignorance and obedience, and then become a speaking subject. The second was speeches and discussions that have emerged in institutional spaces such as mission schools for girls and women's organizations. Students at mission school were able to learn how to express their opinions by way of public speaking and discussion classes. Women were able to become speaking subjects in the process of learning such techniques of modern language. At that time, representative discussion spaces were Lee Mun-hoe, Joyce Chapter, and YWCA. The third was testimony and dialect. Unlike sermons and public prayers, which were only allowed to male elites, testimony and dialectics are a form of speech that transcends gender or status constraints. Especially in the space of the revival movement, women confirmed their dignity through active testimony, and their religious identity was strengthened in the process. Dialect also served as the language of liberation for women suffered and alienated from male-dominant culture. Dialect is a device that exercises the right to speak against transcendental authority. Furthermore, in Protestantism of early modern Korea, the speaking subject's act of speech was elevated beyond personal matters to social issues, women's issues, and ethnic issues.

• Journal of Food Hygiene and Safety
• /
• v.22 no.1
• /
• pp.29-36
• /
• 2007

The using frequency of processed foods and dietician's perception against management of food service at 98 food service institutions located in Jeollabuk-Do were surveyed. Food service institutions included 13 hospitals,38 schools,40 enterprises, and 7 others. Single menu (75.5%) with two (33.7%) or three (57.1%) side dish was offered. In addition, the offering ratio of boiled water and spring water was 37.8 and 32.7%, respectively. The processed foods with high using frequency were kochujang (1.19), sesame oil (1.22), and doenjang (1.30), but that of leek, onion, Chinese cabbage, and radish were 4.95, 4.62, 4.60, and 4.26, respectively. Dietician's major affairs in all type of food service institutions were cooking (64.3%), purchase (48.0%), and personnel managements (39.8%). Dieticians, however, had a low perception against safety and nutrition management. Therefore, in order to prevent the outbreak of food-borne diseases, we estimated that the education and the conversion of dietician' perception against safety and nutrition management were needed.

• Journal of Food Hygiene and Safety
• /
• v.31 no.4
• /
• pp.250-257
• /
• 2016

This study was conducted to extract the factors affecting the microbial safety of leaf and stem vegetables in the high school foodservice and to provide information for supplying the safe foodservice menu. The lunch and dinner menu (1,945 data) of the total 6 high schools at the Central and the South Region in March, June, September, and December were collected. The frequency analysis and the multiple correspondence analysis (MCA) based on the 3 factors (potentially hazardous food (PHF), leafy and stem vegetables in the menu, the cooking methods) were conducted. The most frequent PHF was the menu of blanched vegetables, salads, seaweeds and fried chicken. The most frequent consumed leaf and stem vegetables were spinach, chive, lettuce, Western cabbage, perilla leaf, iceberg lettuce, chicory, leek and broccoli. MCA based on the leaf and stem vegetables, the region, and the cooking method (cooked/non-cooked) showed that garlic stem and spinach were more used in the Central Region, while water drop-wort were more used in the South Region. Iceberg lettuce, Bok choy and leek were included frequently in the PHF menu. Plant products frequently used in PHF menu requires the food safety system such as Good Agricultural Practice (GAP) to reduce the microbial risk. The menu database according to raw materials based on cooking methods (heating or mixing) as well as the development and verification of menu based on the microbial safety will be contributed to provide the safer foodservice menu.