• KEPCO Journal on Electric Power and Energy
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• v.1 no.1
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• pp.1-8
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• 2015

When the line and switchgear of the substation system are disconnected, ferro-resonance can occur. This happens even if the capacitive reactance and inductive reactance are not equal, which are not common resonance conditions. Resonance conditions vary depending on the busbar configuration environment. Although the damping resistance method applying the existing saturable reactor to cope with ferro-resonance has been successfully applied on site, there can be loss of normal function during long-term operation. The reason is because the rise in the operating frequency of saturable reactors means the saturation number is increased. Therefore, it can no longer function as saturable reactor since the resistor having inadequate capacity is burned out. To address this problem, in this paper, an EMTP-based simulation test was performed by designing and applying a dual reactor method, which adds an extended divergence reactor to the 1st side of the VT. The test result confirms that when the divergence reactor is inserted, the voltage and current values obtained at the 1st side and 2nd side of the VT as well as current values of divergence reactor part were stabilized from the transient phenomena and return to normal values. When compared with existing measures, although this method is similar in adding having a reactor added to a system regarding ferro-resonance, it has the advantage of being able to prevent ferro-resonance in advance since the reactor is added before the system is saturated. In addition, because it does not use damping resistance, it can extend the equipment life and stabilize its operation. Therefore, there are a lot of differences in terms of its operating characteristics and achivement of goal between the conventional method and new divergence reactor method.

• Safety and Health at Work
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• v.13 no.4
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• pp.394-400
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• 2022

Background: Impacts of exposure are generally monitored and recorded after injuries or illness occur. Yet, absence of conventional after-the-effect impacts (i.e., lagging indicators), tend to focus on physical health and injuries, and fail to inform if workers are not exposed to safety and health hazards. In contrast to lagging indicators, leading indicators are proactive, preventive, and predictive indexes that offer insights how effective safety and health. The present study is to validate an extended Voluntary Protection Programs (VPP) that consists of six leading indicators. Methods: Questionnaires were distributed to 13 organizations (response rate = 93.1%, 1,439 responses) in Taiwan. Cronbach α, multiple linear regression and canonical correlation were used to test the reliability of the extended Voluntary Protection Programs (VPP) which consists of six leading indicators (safe climate, transformational leadership, organizational justice, organizational support, hazard prevention and control, and training). Criteria-related validation strategy was applied to examine relationships of six leading indicators with six criteria (perceived health, burnout, depression, job satisfaction, job performance, and life satisfaction). Results: The results showed that the Cronbach's α of six leading indicators ranged from 0.87 to 0.92. The canonical correlation analysis indicated a positive correlation between the six leading indicators and criteria (1st canonical function: correlation = 0.647, square correlation = 0.419, p < 0.001). Conclusions: The present study validates the extended VPP framework that focuses on promoting safety and physical and mental health. Results further provides applications of the extended VPP framework to promote workers' safety and health.

• Journal of Service Research and Studies
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• v.13 no.4
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• pp.70-96
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• 2023

Recently, the high turnover rate of nursing staff and the problems caused by increased job stress have been highlighted as social issues, and the problem of 'Taeoom' in nursing organizations has received increasing attention. Therefore, the purpose of this study is to propose a solution to the Taeoom problem, including bullying in the nursing work environment, as there is an urgent need to find a solution to prevent and overcome this problem. For this purpose, based on the S-O-R framework and previous studies, job stress and turnover intention were derived as outcome variables of Taeoom and communication competence as an antecedent factor, and a research model was constructed with the expectation that mindfulness and social support would serve as moderating variables to help overcome this problem. Data were collected through a survey of 300 nurses who had experienced Taeoom within the past year, and the hypotheses were tested using a structural equation model. The results revealed that the higher the communication competence of nurses, the less they perceived the damage of Taeoom, and that the damage caused by Taeoom leads to turnover intention through high job stress. In addition, mindfulness and social support significantly attenuated the positive effects of burnout on job stress and job stress on turnover intention, respectively. The significance of this study is that it proposed an extended P-S-O-R framework by adding a prevention stage to the existing S-O-R framework, and further tested the moderating effects of mindfulness and social support variables. It is expected that the findings of this study will provide concrete guidelines to prevent and overcome the Taeoom problem that can be applied in practice.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.6 no.2
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• pp.228-239
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• 1999

In 1990 Home Care Education Programs started when legislation established certification for Home Care Nurses. The Ministry of Health and Welfare proposed a home care education curriculum which has 352 class hours and 248 hours of 'family nursing and practice'. Though Home Care Education Programs have been offered in 11 home care educational institutes, there has been no formal revision for the home care education programs. Also a first and second home care demonstration projects have been carried out, but there has been no research on outcomes for home care education as applied in home care practice. The purposes of this study were to identify the important content areas for home care nursing as perceived by home care nurses, and to identify their clinical competence in each of these areas, and from these to identify the education needs. The sample was 107 home care nurses who were working in home care demonstration hospitals and community-based institutions which have been offering home care services. Responses were received from 88 nurses, comprising a 82.2% return rate, and 86 were included in the final analysis. The instrument used was a modification of the instrument developed by Caie-Lawrence et(1995) and Moon's(1991) instrument on home care knowledge. The instrument's Cronbach's coefficient was 0.982. Among the respondents, 64% were working at home care demonstration hospitals and 36% were working at community-based institutions. Their home care experiences were from one month to six years, with a mean of 20.6 months. The importance rating for home care education content was 3.42 0.325, which means importance was rated relatively high. Technical aspects of home care were identified the most important. Five items 'education skill', 'counseling skill', 'interview skill', 'wound care skill', 'bed sore care skill' received 100% importance ratings. The competency rating was 2.87 0.367 and 'technical aspects of home care' was the highest, and 'application to home care skill' was the lowest. Home care nurses' education needs were identified and compared to the importance ratings and competency ratings. Eleven items were identified as the highest in the importance areas and eleven items were in the lowest competency areas. High importance ratings matched with low competency ratings determined training needs, but there was no matching items in this study. In the lowest competency areas four items were excluded, because of not being applicable in current home care practice. Therefore total eighteen items were identified as home care education needs. These items are 'bed sore care skill', 'malpractice', 'wound care skill', 'general infection control', 'change and management of tracheostomy tubes', 'CVA patient care', 'Hospice care', 'pain management', 'urinary catheterization and management', 'L-tube insertion and managements', 'Respirator use and management skill', 'infant care', 'prevention to burnout', 'child assessment', 'CAPD', 'infant assessment', 'computer literacy', and 'psychiatry patient care'.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.1-28
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• 2017

In this study, the school crisis response system and intervention are examined in the U.S. by reviewing Crisis Response Team(CRT) to give a direction for establishing and improving the school crisis response system in Korea. To do this, a literature review has been conducted focusing on domestic and foreign literature on the school - based crisis response system about the U.S. and Korea. The characteristics of the school-based CRT in the U.S. are as follows. First, in the U.S., the organizational structure and financial support for school - based crisis response has been stated by law so that the roles and responsibilities of region, district, school have been clearly defined. Second, in the event of a school crisis, the school have been shared the role of professional crisis response according to the Incident Command System and coordinates communication smoothly between each area of society through cooperation with CRT. Third, CRT prevents burnout by showing flexibility in team composition so that CRT members are not tired or overwhelmed by a crisis event, and focuses on strengthening the crisis capability of the school itself through cooperation between the school and CRT. Fourth, the school-based CRT in the U.S. conducts a step by step crisis intervention from prevention to prolonged post management. Based on these results, implications for the establishment and improvement of school-based crisis response system in Korea are discussed.

• Korean Journal of Psychosomatic Medicine
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• v.30 no.1
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• pp.1-6
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• 2022

Recently, nonsuicidal self-injury (NSSI) has been increasing considerably in school counseling. According to the Youth Counseling and Welfare Development Institute, the number of counseling support for NSSI adolescent in 2018 was more than three times higher than the previous year, and the average time when NSSI behavior first appeared was 12.43 years old. As such, adolesnect NSSI continues to increase in recent years, and the age is also gradually decreasing. Nevertheless, research on the motives and characteristics of NSSI among domestic adolescents is still insufficient. This may be attributed to the difficulty of conducting research because self-injury behavior is secretly performed. However, it is also true that this reality has another limitation in the school field, which urgently requires counseling intervention and prevention of students' mental health problems. In addition, counseling for self-injury in the school scene is the biggest cause of exhaustion for counselors because they are under very great stress to cope with repeated self-harm in the dual role of counselors and teachers in school situations. Therefore, this study examines the causes and characteristics of involuntary self-injury through previous research analysis, and examines various difficulties experienced as a school counselor, as well as the effective intervention method of non suicidal self-injury in school counseling.