• Korean Journal of Occupational Health Nursing
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• v.3
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• pp.5-20
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• 1993

This study was aimed to investigate the actual condition of the performance of the occupational health nursing services, and to analyze a main cause which affects on the execution of its duties for occupational health nurses in occupational group health service. It had been surveyed by responsed data from the 105 respondents out of 180 persons. The results were as follows : 1. In performance of occupational health nursing services by the number of assigned plant, participation rate of health examination tended to significantly increase with decreasing the number of assigned and it was observed that the visiting rate of every month was also significantly higher on touring inspection of work plant, recommendation of facility improvement for work environment, understanding the modification of manufacturing process, and inspection of welfare and sanitation facilities. 2. While they executed their nursing services according to duration of service, the more, their duration of service was, the higher, participation rate of health examination, health check in returning to work for injured workers, talk with other health managers on promoting welfare, service evaluation for a year plan, record of health statistic, and experience of first aid service were. And it was found out that the visiting rate of every month was also significantly higher on touring inspection of work plant. 3. In regard to occupational health nursing services by age, the participation rate of health examination and the experience of first aid service were significantly higher as the age increased. And also the visiting rate of every month was significantly higher on touring inspection of work plant, compared with young ones. 4. In performance of occupational health nursing services by the time required visiting plant, The shorter, the time required visiting plant was, the higher, the visiting rate of every month was, on time of health consultation for diseased workers, and inspection of welfare and sanitation facilities. 5. The subjects of health education were mostly liver disease and occupational hearing loss and video tape was used mostly in health education, monthly health education was the highest in 1-3 times(74.5%) and its duration was the highest in about 60 minutes(33.3%). 6. Vaccination of hepatitis among the specific health services was the highest accounting for 64.7%.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.105-115
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• 2003

The four skills of a language are basically required for a communication. They are very important for a learner to develop the balanced language acquisition. Today both listening and speaking skills are emphasized in the global era rather than reading and writing proficiencies. The reason is really why the learners' communicative competence is more needed than the accurate knowledge of a structure in the language. For this reason, the listening comprehension should be taught effectively using the following strategies. First, the sound difference of a language must be taught. Language is a complicated process to convey the comprehensive meaning combined with the internal and external factors of a language. In other words, the meaning for the sound of language should be transmitted by the unit of vocabulary and syntax. Second, a good listening comprehension requires the familiarity and much experience with a lot of English words to understand English sentences unconsciously. Third, as understanding the structure of language is effective for the listening comprehension, the better listening comprehension can be possible through the meaningful exercise. Fourth, the compound process of listening comprehension requires the comprehensive understanding of language, but not the separate understanding of language. Fifth, the appropriate application of the multimedia courseware helps improve the listening comprehension better than that of the existing audio, video, tape recorder and so on. Using multimedia courseware is useful as follows: A learner is able to take as much lesson as he/she wants. It does take little time to repeat about what he/she takes a lesson. It gives the lively picture with the native speakers' voices. It gives him/her(a learner) a feedback effect continuously through the interaction of computer. It controls his/her lesson in accordance with the level of a learner.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.6 no.1
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• pp.7-17
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• 1999

This study investigated the degree of knowledge achievement and self-confidence in aseptic technique as a part of the fundamental nursing practice classes. The subjects were 220 nursing students in a junior college in Chonnam and an applied Quasi-experimental research methodology was used thirty of them comprised an experimental group to examine learning according to the teaching method. Wata were collected over 80 days, from April to June 1988, analyzed using descriptive statistics, percentages, means, t-test, one way ANOVA, Pearson's correlation coefficient and stepwise multiple regression with the SAS program. The conclusions are as follows. 1. The mean score of the degree of knowledge achievement of aseptic technique of the 220 students was 0.68(possible score 1.0) before the lecture but was 0.88 after lecture(p=.000). 2. The mean score for aseptic technique of the 220 students was 3.41(possible score 5.0) before practice but was 4.27 after practice(p=.000). 3. The correlation of self-confidence before and after practice was relatively low(r=.25, p=.000). 4. The mean score of the degree of knowledge achievement of aseptic technique in the experimental group(selected 30 students) was 0.72 before the lecture but was 0.90 after the lecture. 5. The mean score of self-confidence on aseptic technique in the experimental group(selected 30 students) was 3.18 before practice but was 4.32 after practice(p=.000). 6. The mean score of learning according to the type of teaching to aseptic technique for the experimental group(selected 30 students) was 23.2(possibel score 34) after lecture and presentation, was 27.3 after learning through video tape, was 31.7 after presentation through practice, was 33.7 after first practical training, and was 34 after secondary practical training. As a result of this study, learning methods in the education of fundamental nursing skill effective for knowledge achievement and competence in practicing skill.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.20 no.1 s.32
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• pp.228-238
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• 2007

Objectives ; Sasang Constitional Medicine is a part of Korean traditional Medicine, and classify human constitution into four types. Scalp and hair is a part of skin. Skin is one of constitutional charasteristic element. So we researched a correlation between Sasang constitutions and Korean adult scalp and hair condition. This is a basic study to find constitution can be a important factor to care scalp and hair. Methods ; We examined Sasang constitutions and scalp and hair condition of 80 human who aged from 20-50. Scalp disease, dandruff was observed by video micro scope and sebum tape diagnosis. Thickness of hair was measured by Laser Scan Micrometer(LSM-3100). Itching sense and life habit was also investigated. Constitution diagnosis and scalp, hair diagnosis was investigated seperately as a blind test and the data was statistically analyzed with chi-square test, correlation analysis, one-way analysis of varience. Results ; 1. In Sasang Constitution, Taeumin group had significant tendency of oilily scalp. 70% of Taeumin group had oilily scalp. 2. The group of dry or oilily scalp had more itching sense and more sensativity of scalp compaired to neuter scalp group. 3. There was no correlation between height, weight, thickness of hair, itching sense, scalp disease and Sasang constitution. 4. There was correlation between loss of hair and drinking alcohol, obesity, curly hair, soft scalp. Conclusions ; Korean adult scalp and hair condition had correlation with Sasang constitution.

• Journal of the Korean Society of School Health
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• v.20 no.1
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• pp.53-61
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• 2007

Purpose: The purpose of this study on education and skill of Basic life Support Training in Middle and High School Students. Methods: The Basic life support training courses are taught mostly by Emergency Medical Technician and Paramedic. Sixty five middle school students, Seventy eight High school students and forty six adult received tuition in Basic life support training and subsequently completed questionnaires, test and interviews to assess their theoretical knowledge regarding their likelihood of performing Basic life support training. Under the supervisor, The subjects were evaluated by comparing basic life support education and skill data collected and the education sessions consisted of a 30min video tape. The Basic life support skill sessions used Laerdal manikin, and the data stored from the HeartSim were collected for further analysis. The students were asked to practice what they had been. A statistical analysis was done using the SPSS version 13. Results: Their average age of middle school students were 15.3±1.2 years, high school students (17.3±1.8), and adults(38.3±2.3). The total of 189 subjects were evaluated. The criteria used in the study had the following results First, We found that middle and high school students scored higher than adult. The scores were statistically significant to teach and evaluate the education evaluation showed that the adults scored lower than the middle and high school students. Second, We found that high school students and adult scored higher than middle school students. The scores were statistically significant to teach and evaluate the skills evaluation showed that the middle school students scored lower than the high school students and adult. Conclusion: We found that middle and high school students were superior to adult counterparts in understanding the basic life support education. We found that high school students and adult scored higher than middle school students in the BLS skill training. An expansion of basic life support training to middle and high school students is demanded. The Basic life support skills training seems to be retained between 6 and 12 months. The basic life support training should included in the school education curriculum in school.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 1995.04a
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• pp.258-263
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• 1995

미래 정보와 시대에서 중추적인 역할을 할 광관련 멀티미디어 장비들은 최근 관련 산업계에서 주목을 받기 시작하고 있고 특히 기존 VTR(Video Tape Recorder) 시장을 대체할 차세대 DVDR(Digital Video Disk Recorder)는 기술전쟁이라고 할 정도로 선진 기업의 연구가 치열해지고 있다. DVDR 시스템에서는 필요한 정보들을 레이저빔을 이용한 광학신호로 바꾸어 광디스크에 기록, 재생하는 광픽업이 절대적으로 필요하게 된다. 그런데 광픽업의 위치추종기구인 Actuator는 정확한 위치추종(.+-.1.$\mu$m 오차이내)을 할 수 있는 성능이 요구되며 서보의 특성상 20KHz 이하에서 불필요한 모우드가 가진되지 않는 정밀부품이어야 하므로 Actuator 각 부품의 동적인 특성을 명확히 규명할 필요가 있다. 따라서 본 연구에서는 우선 Actuator 각 부품과 가동부 전체의 중량 및 진동해석을 통해 동특성을 조사하였다. 그리고 Actuator의 중요한 기본성능중 하나인 구동감도 확보여부를 검토할 필요가 있기 때문에 유한요소법 프로그램인 ANSYS를 이용하여 자기회로 부분에 대한 해석을 구하였다. 또한 가동부와 자기회로 등 하위부품을 조립하는 과정에서 발생하는 조립오차로 인해 불필요한 공진과 회전형상이 야기될 수 있으므로 동특성 및 문제점 파악을 위한 민감도 분석이 필요하다. 따라서 본 연구에서는 가동부의 관성 모멘트 값과 강체에 대한 일반식을 이용한 자체 프로그램을 작성하여 조립공차를 구하였다. 이와같은 과정을 통해 구해진 설계값을 바탕으로 실제 제작된 Actuator에 대해서는 비접촉식 측정방법을 통해 동특성값을 측정하였고 이를 해석값과 상호 비교하였다.동강성행렬법(dynamic stiffness matrix method)을 이용하여 해석하고자 한다. 수준임이 입증되었다. 본 연구의 결과를 토대로우리나라 젊고 건강한 남성에게 적합한 무게상수는 작업자군에 대하여 25.05kg, 학생군에 대하여 20.24kg 으로 나타나 이는 미국 NIOSH 안전기준과 대체로 일치함을 발견하였다.ive structures utilized in Client/server architecture for distribution and cooperative processing of application between server and client this study presents two different data management methods under the Client/server environment; one is "Remote Data Management Method" which uses file server or database server and. the other is "Distributed Data Management Method" using distributed database management system. The result of this study leads to the conclusion that in the client/server environment although distributed application is assumed, the data could become centralized (in the case of file server or database server) or decentralized (in the case of distributed

• Journal of muscle and joint health
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• v.5 no.1
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• pp.39-56
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• 1998

This study was an quasi-experimental study, done to identify factors Influencing the reduction of symptoms in patients with fibromyalgia. The primary purpose of the study was to develop a Self-Help Program suitable for patients with fibromyalgia in Korea. The secondary purpose was to identify the effects of a Self-Help Program which included stretching exercise. This study was carried out between Feb. 24 and July 8, 1997 and patients in the study Included out patient diagnosed with fibromyalgia based on the criteria developed by the American College of Rheumatology(1990) and H, University which is a tertiary patient care clinic for Rheumatism. The experimental group included 38 patients who were residents of Seoul or Kyungi province, and a control group of 38 patients who were residents of other areas. The control patients were matched to the experimental group patients and they were selected considering the number of tender points on the Fibromyalgia Impact Questionnaire score and a score of self-efficacy. The experimental group participated in a Self-Help Program based on the American Arthritis Foundation(1995) guidelines. The program participants participated in a small group which consisted of 12-15 members attending the program once a week, for 6 weeks with each program lasted two to two and a half hours. The stretching exercise was carried out in each patient's home every day following the video tape exercise provided by the researcher, and the researcher provided encouragement and concern to the patients by calling them once a week. The number times the exercise was performed was divided by the number of participants to calculate the percentage of performance and determine the amount of exercise. Self-efficacy was measured by the Self-Efficacy Scale developed by Lorig et al. (1989) for arthritis patients. The degree of pain was converted to scores based on the Visual Analog Scale, the number of tender points was converted to scores based on the criteria of the ACR(1990) and of Yunus. Depression was measured by CES-D and physical disability, sleep disturbance, fatigue, and anxiety of patients with fibromyalgia were measured by the Fibromyalgia Impact Questionnaire. The level of the exercise performance was converted to scores using the number of times the exercise was performed following the video tape prepared by Association of Rheumatology Health Professionals. Data were analyzed by SPSS windows and the results ire described below. 1. The experimental group which participated in the Self-Help Program showed higher efficacy scores than the control group when both groups were analyzed for depression and the number of tender points as common variables(F=9.146, p=.003). 2. The experimental group which participated in the Self-Help Program showed lower scores than the control group, for pain, the number of tender points, depression, physical disability, fatigue, sleep disturbance and anxiety. These symptoms of fibromyalgia can all be seen to have subsided(F=9.483, p=.003 : F=32.680, p=.001 ; F=11.104, p=.001, F=5.344 : p=.024, F=7.630 : P=.007, F=15.6512, p=.003 : F= 7.5412, p=.008). 3. In the experimental group, the self-efficacy score for the first three weeks showed a positive correlation with the exercise-performance score for four to six weeks (r=.387, p=.043). 4. In the experimental group, the relationship between the level of exercise-performance and the reduction of symptoms showed a significant correlation only to physical disability(r= -.500, p=.001). 5. In the experimental group, the relationship between the self-efficacy score and pain, the number of tender points, depression, physical disability, fatigue, sleep disturbance and anxiety score showed inverse correlations and thus, a reduction of symptoms occured when the self-efficacy score increased(r=-.325, p=.004 ; r= -.253, p=.027, r=-.452, p=.001 : r=-.434, p=.001 ; r=-.316, p=.005 ; r=-.460, p=.001 ; r=-.397, p=.014). Therefore, self-efficacy improved following the Self-Help Program including the stretching exercise. It was also found that physical symptoms (pain, number of tender points, level physical disability) and psychological symptoms (depression, fatigue, sleep disturbance, anxiety) were reduced. Moreover, It was found that the higher the self-efficacy, the the higher the degree of achievement of goals set for the stretching exercises. In addition, the level of exercise-performance influenced the level of physical disability, one of the symptoms of fibromyalgia. Accordingly, the conclusions from this study are that exercise-performance and the reduction of symptoms is achieved through promotion of self-efficacy. Therefore, it is proposed that are the Self-Help Program including stretching exercises is an appropriate nursing intervention for the reduction of symptoms of fibromyalgia.

• Korean Journal of Health Education and Promotion
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• v.16 no.2
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• pp.137-155
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• 1999

The purpose of this study was to assess the effect of sex education on knowledge and attitude related to sex. The subjects were taken from by 199 students in 3 classes from 1st grade in H girl's junior high school as the study group, and 2 classes from 1st grade in S girl's junior high school as control group. During the survey period(September 21, 1998 to September 30, 1998), 6 times in terms of one-hour class for sex education were taught to the study group. A pre-test was executed on September 19, 1998 and the post-test on September 30. The findings were as follows. 1. According to the research, 20.1％ of the subjects have experienced sex education from parents and 89.9％ from teacher. They have mostly obtained the sex-related information from teachers(59.8％), following movie, radio, TV, or video tape(40.7％), friends(35.2％), reading materials such as books, cartoons, news papers and magazines(31.7％), parents(15.6％), siblings(7.0％), PC(1.5％) and telephone service(1.5％). 2. 27.1％ of the subjects reported that they had sex-related worry concerning from friendship with the opposite sex, following physiological phenomenon(31.5％), sex violence(11.1％), physical characteristics(7.4％), VD and contraception(5.6％), sexual impulse(5.6％), pregnancy and delivery(5.5％), and sexual behaviour(3.7％). The research showed that the adolescents usually solved their problems through the consultation with theifriends(44.4％). However, 16.7％ of the subjects were turned out not to request any solution. The other minor routes to settle their problems were written materials such as books, magazines(13.0％), parents(13.0％), movie, radio, TV, or video tape(5.5％), acquainted female elders(3.7％) and teachers(3.7％). 3. The most interesting part regarding sex was the friendship with the opposite sex(61.8％), following adolescent's emotion(55.8％), physiological differences between two genders(52.8％), AIDS(48.7％), VD(46.7％), pregnancy(45.2％), contraception(45.2％), abortion(41.7％), intercourse(41.7％), masturbation(41.2％), sex violence(41.2％) and genital structure and secondary sexual characteristics(28.6％). 4. In regard to characteristics of the subjects influencing sex-related knowledge, the higher educational career of mother, living with at least either parent and the experience of sex education by teachers were statistically significant factors(p〈0.05). 5. In regard to characteristics of the subjects influencing attitudes toward sex, the experience of sex education by parents or teachers was a statistically significant factor(p〈0.05). 6. The analysis of knowledge score comparing results before and after sex education showed that control group's score decreased from 12.5 to 12.44 while the study group's score increased from 12.33 to 21.31, which was statistically significant(p〈0.001). 7. The analysis of the attitude scores before and after sex education showed that the control group's score slightly increased from 55.57 to 56.36, while the study group's score increased from 54.79 to 61.95, which was statistically significant(p〈0.001). 8. The level of sex-related concerns of the study group after sex education marked both the increase in some items and the decrease in others. 9. Most instructive session among the sex education was the third “to be a good friend to the opposite sex”(27.0％).

• Journal of Korean Academy of Fundamentals of Nursing
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• v.6 no.3
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• pp.532-543
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• 1999

This study was conducted to provide the basic data necessary for the improvement of the teaching method for basic nursing practice as well as the effectiveness of the practice by examining the students' competency in cleansing enema after doing the self study instead of the traditional education. To examine the competency in cleansing enema after the self study, this study is an one group pretest-posttest design that subjects did the enema practice through the self study. The subjects were 89 sophomore students at Y University. College of Nursing. In basic nursing lab practice class, cleansing enema self study module was given to the students which was developed by the researcher based on the literature review and asked them to finish doing the pre study and checking the self study evaluation criteria after reading the goal, learning activities and theoretical guideline. After watching the video tape, students practiced the process in the module by themselves. For the competency in cleansing enema. repeated autonomous practices were done during the open lab other than the regular class. Whenever the practice was done, the frequency and time were measure and documented. When the student felt confident through repeated practices, the competency was evaluated by the researcher and two assistants based on the evaluation criteria. And the process was repeated till the student could perform all the items on evaluation criteria completely. The data were collected for 42 days from Oct. 15 to Nov. 26 in 1996. Collected data were analyzed by frequency, percentage, Pearson correlation coefficient and variance analysis. The results are summarized as follows : 1. 43.2% of the students were favorable to nursing and 63.6% like lecture, but 71.6% like practice. So they were more interested in practice than in lecture. 2. 62.3% of the students scored high in written test, 97.8% scored high in practice. So the practice score was better. 3. The frequency of repeated practice to pass the test ranged from 1 to 4 and the average is 2.2. 4. The average time needed in preparation and the performance was nearly the same regardless of the frequency. It took 5 to 38 minutes for those who passed the test after practicing once and the average was 16 minutes. 5 to 60 minutes were taken for those who practiced twice to pass the test and the average was 21 minutes. Those who passed the test after three practices needed 8 to 30 minutes and the average was 15 minutes, which was similar to the time that the students who passed the test for the first trial. Only one student passed the test after 4 practices and it took 10 minutes. 5. 64% of the students agreed that the context and the content of the module were appropriate for the self study and 68.2% were satisfied. And 71.9% said that the module helped them to practice the enema self study 6. Though only 42% of the students were satisfied with the video. 50.6% said that it was helpful for the self study. 7. 52.3% of the students were satisfied with the self study method, and 86.6% obtained self-confidence when performing the enema. 8. The lower the student's practice score was, the more practices were needed for them to pass the test(r=-.213, P<.05). As a result, for performing the enema practice competently, two or more practice opportunities were needed to be given. And it is possible to obtain the less complex nursing skills through the self study, when enough learning resources and assistance such as learning guidance or video tapes are provided. Based on this study. I want to suggest that. 1. There must be college policy that can support the new method instead of the traditional learning method for the students to attain the proficiency in basic nursing skills. 2. The assistant materials should be developed as soon as possible to promote the self study of basic nursing skills.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.