• Journal of People, Plants, and Environment
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• v.23 no.3
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• pp.377-385
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• 2020

Background and objective: In the Republic of Korea, military service is mandatory. Some of new recruits have the stress from the special environment, which could cause psychological maladjustment. The military forces have operated education programs such as green camp and healing camp. The study was conducted to investigate changes in psychological and physiological stress by conducting forest healing activities along with plant scent treatment for soldiers participating in a green camp. Methods: A total of 52 soldiers were participated including maladjustment soldiers and those recommended by their military units to protect the unfit soldiers who participated in forest healing activities in the green camp. The programs that were certified by the Korea Forest Service between 2014 and 2019, and were applied for stress reduction and relaxation training were classified into stress-coping programs and forest experience programs. Post-hoc surveys and cortisol measurements were carried out. Results: Green camp soldiers experience and differences in the level of stress responses were found to be very statistically significant between the treatment and control groups. The techniques for coping with stress were not significantly different in the control group, and the treatment group showed statistically significant results. In addition, the results of analyzing changes in the concentration of cortisol and measuring physiological stress were very statistically significant in forest healing activities at 4 p.m. Conclusion: Once green camp soldiers face stressful situations, forest healing programs using forest plant scents for green camp soldiers can have positive responses and forest healing activities can reduce psychological and physiological stress responses, improving maladjustment behaviors caused by stress and positively affecting the reduction of cortisol.

• Journal of Korea Foundry Society
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• v.20 no.5
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• pp.285-289
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• 2000

• The Journal of Korean Academy of Sensory Integration
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• v.1 no.1
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• pp.39-51
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• 2003

Objective : To explore the effect of intensive sensory integration therapy through daily camp programs for children with sensory modulation disorder. Methods : A comparison of quantitative data and qualitative description between before and after sensory integration therapy camp and main outcome measure was used, including MAP behavior checklist, JSI-2, COPM, sensory history, STEP-SI. Results : The adaptive response was increased and sensory modulation problems were observed less than before the camp. Conclusion : For this study a more diverse, extended and intensive SI program is considered necessary. Further study is needed to develop these findings.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.429-439
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• 2011

The purpose of this study was to analyze the Jeju beach science camp program and to survey the participating students'' preference levels for the activities included therein. The camp programs were analyzed on the basis of the standards set for the HASA curriculum. The program's "manipulatory skill" area included many manipulatory and creative activities while the "inquiry area" included many basic and integrated inquiry activities. It was also indicated that the "knowledge area" included many activities appropriate for understanding concepts and principles while the "attitude area" included many activities appropriate for stimulating curiosity and enjoyment. Thus, it could be seen that the areas stipulated for the HASA curriculum were considerably consistent with the purpose of the science camp. The participating students showed preference for manipulatory and creative activities included in the program. They also preferred basic, inquiry level activities included under the area of "inquiry skills." It was identified that the students most preferred the conceptual stage included under the area of "knowledge" where they were required to grasp the common characteristics of events, things, and phenomena, as also the enjoyment stage included under the "attitude" area, where they were required to participate in pleasant science activities. These findings indicate that science camp programs should be composed of manipulatory and creative activities as well as activities that aim at basic research and the understanding of concepts.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Journal of Korean Library and Information Science Society
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• v.32 no.2
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• pp.239-267
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• 2001

The reading camp program for mutual reading activities between reader`s advisers and readers which has been played four times in 2000 shows the reaction to reading activities among them as follows. $\circled1$ All of reader`s advisers and readers took an active part in the reading camp program and reader's advisers were more active. $\circled2$ All of participants of the reading camp was satisfied by all of the reading program and especially leaders were affected by daily life of reader`s advisers. $\circled3$ All of participants had an opportunity of reflections on his reading activities and leader`s advisers established their sense of life and sense of values in more affirmative. The reading camp program helped participant to enhance his reading life very much and yet reader`s advisers acquired something more than readers did especially.

• The Journal of the Korea Contents Association
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• v.13 no.2
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• pp.81-87
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• 2013

SBS [Healing Camp] seems like having a different sound usage from other entertainment programs. After content analysis, I found that [Healing Camp] uses much more music & sound effects than [Muhandojeon]. Music & sound effects of [Healing Camp] has functions of tautological informing, uplush of emotion or Ancrage, narrating or Relais. It is very similar to television subtitle. Positive uses of music & sound effects are expected to catch the attention of audience and to increase the ratings. But [Healing Camp] uses music & sound effects very positively and systematically and opens a new dimension of narratives.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.68-75
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• 2017

This study has a purpose to analyse changes in perception and image about engineering and technology of students who participated in the engineering camp. To achieve this objective, the questions were as follows. 1) What about participants' image difference for engineering before and after participating the engineering camp 2) What about participants' image difference for technology before and after participating the engineering camp. For this study, the program was progressed from Aug in 2017 and the data was collected from 88 students, middle school seniors and high school freshmen. The results of this study were as follows: First, secondary students perceived 'valuable(6.74)', 'meaningful(6.73)', 'rich(6.40)', 'collaborative(6.42)', 'nice(6.22)' as high image rank of the positive response for engineering. On the other hand, 'complex(3.59)', 'labored(3.80)', 'hard(4.66)', 'dangerous(4.48)', 'cold(4.86)' were perceived as low image rank of the negative response for engineering. We can realize that they generally has the image that engineering is valuable, meaningful and nice but also labored, complex and hard. The students who participated in the engineering camp showed the greatest difference in 'complex - simple' and 'dangerous - safe' engineering categories before and after the camp, followed by 'cold - hot', 'labored - easy', and 'hard - soft', respectively. Second, secondary students perceived 'meaningful(6.58)', 'valuable(6.55)', 'wide(6.38)', 'nice(6.37)', 'strong(6.25)' as high image rank of the positive response for technology. On the other hand, 'complex(3.85)', 'labored(3.93)', 'hard(4.62)', 'dangerous(4.72)', 'cold(5.05)' were perceived as low image rank of the negative response for technology. The students who participated in the engineering camp had the big change in 'hard - soft' technology category before and after the camp, followed by 'complex - simple', 'labored - easy', 'theoretical - practical' and 'dangerous - safe', respectively. We can see that the negative images for technology which were complex, labored, dangerous, theoretical was improved with positive image such as simple, easy, safe and practical, after conducting the engineering camp. In conclusion, both image recognitions for engineering and technology have improved after the camp. It means that interesting and entertaining engineering-technology program can boost interests in engineering and technology which felt difficult, so that images about them can be turned out positive. Also, it is possible to reduce avoidance of natural science and engineering subjects, as part of the purpose of training creative talents in science and engineering, so it can be said that the engineering camp is highly meaningful because it can lead students into the field of science and engineering.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.907-925
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• 2011

This study is a report about the two summer camps of 2009 and 2010, which were held by some gifted classes of Liberal Arts areas in Chungnam Province. The students' self- directed methods, making an own project topic and an outline plan for that by students themselves before the camp, raised up the students' satisfaction of the camp effectively. Staying with their peer students and teachers for 3 days gave the gifted students a chance for relationship, self-confidence, and self-sufficiency. These joint summer camps provided the students with cognitive development, motivations and a chance to meet other gifted students. Teachers' preparation for the camp, their concrete feedback to each student's project, and students' time spending on one's own camp project were correlated with the students' satisfaction of the camp program. Experience of teacher training in gifted education made significant differences in understanding gifted students and expectations of students' social and emotional development throughout and after the camp.

• Child Health Nursing Research
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• v.3 no.1
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• pp.19-29
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• 1997

The purpose of this study was to explore the effect of diabetic camp program on depression, self-efficacy and self-esteem of the juvenile diabetic patient who had participated with diabetic camp program at Seoul and Kyung In area from August 5 to August 9, 1995. Nursing staffs explained them how to respond to the questionnaire of depression, self-efficacy and self-esteem prior to beginning the program and following the program. The questionnaire of depression, self-efficacy and self-esteem was developed by both diabetes mellitus nurse specialist and pediatric nursing professors in reference with the previous research. Response items of the questions were structured as yes or no for the elementary school students and that of the questions were structured as 5 likert scale for the both middle and high school students. Paired t-test was used for the significance of the difference between values before and after the dia betic camp program. Depression decreased following the program, while self-esteem increased significantly following the program in elementary school students. There was no change in self-esteem, while self-efficacy increased significantly following the program in noddle and high school students. Self-efficacy following the program was high as the frequency of exercise increased In the elementary school students. Self-efficacy prior to the program was high as the experience of diabetic education increased in the middle and high school students. Self-efficacy and self-esteem prior to the camp was highly correlated with that following the camp in middle and high school students. The result suggests that diabetic camp program could be one of ways to decrease depression and to increase self-efficacy of the diabetic children.