• The Journal of Society for e-Business Studies
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• v.20 no.3
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• pp.113-125
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• 2015

Information Security Incidents that have recently happen rapidly spread and the scale of that incidents' damage is large. In addition, as it proceeds to the era of converged industry in the future environment and the virtual cyber world expands to the physical world, new types of security threats have occurred. Now, it is time to supply security professionals who have a multi-dimensional security capabilities that can manage the strategies of technological security and physical security from the management point of view, rather than the ones who primarily focus on the traditional technologic-centered strategies to solve new types of security threats. In conclusion, in this paper we try to produce the curriculum of information security featured in the occupational classification system and analyze the subjects that are additionally required for those who move to other occupations to cultivate security professionals who suited to the converged-industrial environment. It is expected that multi-dimensional security professionals who suited to the converged-industrial environment will be cultivated by harmoniously integrating information security subjects from technological and business/managerial perspectives, and education training courses will be developed that effectively provide core knowledges per occupational classification when people moves to other occupations in the areas of information security.

• Perspectives in Nursing Science
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• v.8 no.2
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• pp.129-138
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• 2011

Purpose: The purpose of this study was to identify the current status of evidence-based research, education, and practice, and to suggest a directions for the future development of evidence-based nursing. Methods: To examine the current status of evidence-based nursing research, experimental research among studies published in the Journal of Korean Academy of Nursing from 2008 to 2010 were analyzed. We suggested a direction for the future development of evidence-based research based on the analysis and literature reviews. We also suggested a direction for the future development of evidence-based education and practice based on literature reviews. Results: The results showed that designs and methods of studies were insufficient to use evidences derived from the studies in terms of evidence-based research, and experimental studies consistent with themes were found to be deficient. In the future, the methods and rationale for the design of experimental studies need to be clearer In addition, a test for intervention effects through repetitive studies and a connection between the intervention effects and a protocol for clinical practice will be required. In terms of evidence-based education, curriculum revision and development of teaching methods including contents related to evidence-based practice and research methodology in undergraduate and graduate programs will be required. Evidence-based practice in Korea was less actively done than with that of foreign countries. Some large hospitals have recently attempted systemic activities to promote evidence-based nursing practice in clinical settings. To activate evidence-based practice, the perception of nurses for evidence-based practice needs to be changed and support for education and administration of the program is required. Also, evidence-based practice guidelines, protocols, and assessment tools need to be developed. Conclusion: Evidence-based nursing in Korea is in the process of evolving. To realize evidence-based nursing, we need to develop nursing science based on evidences of closer communication and cooperation in terms of nursing research, education, and practice.

• Korean Journal of Health Education and Promotion
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• v.26 no.5
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• pp.97-113
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• 2009

Objectives: This study was conducted to identify the intervention effects on health efficacy and health knowledge related to health behaviors for improving cardiovascular health in elementary school children. Methods: A repeated measure, pre-post-test design was used to identify the intervention effect on health efficacy and health knowledge among 5th grade school children. Intervention consisted of a curriculum classroom intervention and parent intervention. Health efficacy, health knowledge, and perceived parental monitoring were measured for testing intervention effect. A sample of 219 participants completed a baseline pre-test and two tests during intervention and after intervention from March to July 2004. Results: Mental health efficacy improved significantly from baseline test to the test after intervention (F = 32.88, p < 0.0001). Physical health efficacy also significantly increased during intervention (F = 50.51, p < 0.0001), but did not significantly change after parent intervention. Health knowledge increased significantly from baseline test to the test after education (F =10.23, p < 0.0001), but decreased after parent intervention. Perceived parental monitoring had a significant impact on mental health efficacy and physical health efficacy. Conclusion: The findings support school-based cardiovascular health promotion intervention as effective in improving health efficacy and health knowledge. Parental influence should also be considered to maintain improved health efficacy and health knowledge by thinking process in the intervention for elementary school children.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.415-441
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• 2017

The purpose of this study is to develop elementary school math classes for the gifted and talented with a focus on social issues to investigate the possibility of character education through specialized subject classes. As suggested in the goals of the math education for social justice, which provide the fundamental theoretical basis, through mathematics activities with a theme of social issues, mathematically gifted and talented young students can critically perceive social issues, express a sense of mathematical and critical agency throughout the course and develop a willingness and mindset to contribute to social progress. In particular, the concept of Figured Worlds and agency is applied to this study to explain the concept of elementary math classes for the gifted and talented with a focus on social issues. The concept is also used as the theoretical framework for the design and analysis of the curriculum. Figured Worlds is defined as the actual world composed of social and cultural elements (Holland et al., 1998) and can be described as the framework used by the individual or the social structure to perceive and interpret their surroundings. Agency refers to the power of practice that allows one to perceive the potential for change within the Figured Worlds that he is a part of and to change the existing Figured Worlds. This study sees as its purpose the fostering of young talent that has the agency to critically perceive the social structure or Figured Worlds through math classes with a theme of social issues, and thus become a social capital that can contribute to social progress.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.732-738
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• 2020

This study examined the effects of hospice & palliative care education programs for nursing students, in terms of spiritual well-being and knowledge concerning advance directives. This is a quasi-experimental study of non-equivalent control groups, and includes a pre-test and post-test design. Data was collected between September to December 2018, enrolling third grade nursing college students attending a university in C city: 22 subjects in the experimental group and 27 subjects in the control group. The experimental group was provided the education as a regular subject, 2 hours a week for 7 weeks, for a total of 14 hours. Ed. Notes: I suggest you maintain any one unit for mentioning time. Hence, I changed 120 mins to 2 hours. Data were analyzed by X2 test, Fisher's exact, t-test, independent t-test, and paired t-test, using the SPSS 21.0 program. After attending the program, spiritual well-being showed a significant increase (t=2.80, p=0.009). However, there was no significant difference between groups in knowledge regarding advance directives (t=1.33, p=0.190). Our results indicate that the hospice & palliative care education program helps nursing students improve their score of spiritual well-being. We believe that these results contribute basic data for the future development of hospice-palliative care curriculum.

• The Mathematical Education
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• v.59 no.1
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• pp.63-80
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• 2020

This study analyzed 3,114 articles published in KCI journals and 1,636 articles published in SSCI journals from 2000 to 2019 in order to compare domestic and international research trends of mathematics education using a topic modeling method. Results indicated that there were 16 similar research topics in domestic and international mathematics education journals: algebra/algebraic thinking, fraction, function/representation, statistics, geometry, problem-solving, model/modeling, proof, achievement effect/difference, affective factor, preservice teacher, teaching practice, textbook/curriculum, task analysis, assessment, and theory. Also, there were 7 distinct research topics in domestic and international mathematics education journals. Topics such as affective/cognitive domain and research trends, mathematics concept, class activity, number/operation, creativity/STEAM, proportional reasoning, and college/technology were identified from the domestic journals, whereas discourse/interaction, professional development, identity/equity, child thinking, semiotics/embodied cognition, intervention effect, and design/technology were the topics identified from the international journals. The topic related to preservice teacher was the most frequently addressed topic in both domestic and international research. The topic related to in-service teachers' professional development was the second most popular topic in international research, whereas it was not identified in domestic research. Domestic research in mathematics education tended to pay attention to the topics concerned with the mathematical competency, but it focused more on problem-solving and creativity/STEAM than other mathematical competencies. Rather, international research highlighted the topic related to equity and social justice.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.1-23
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• 2000

The Schoolwide Enrichment Model(SEM) is a representative model for the gifted education. As the model seems to be more conceptual in nature, it is hard to respond to the different interests and changing needs of the gifted learners. Also it does not provide specific procedures and prescriptions in teaching-learning processes for the teachers. Therefore, SEM needs to be modified into a Systemic Model that is more flexible and procedural. The paper proposes an Instructional Systems Design(ISD) model for SEM. The Systemic Model for SEM consists of 5 major steps. These are as follows: Planning, Diagnosis, Prescription, Implementation, Evaluation. In Planning step, there is a six-stage procedure for initiating the implementation of the SEM. In Diagnosis step, there are two-phases in identifying students for participation in the SEM and assessing strengths, interests, and talents of the learners and recording in The Total Talent Portfolio(TTP). In Prescription step, Curriculum Compacting is administered as a systematic procedure for modifying thecurriculum for above-average ability students. In Implementation step, Enrichment Learning and Teaching is an instructional strategy designed to promote active engagement in learning for teachers and students. Whenever each step has completed, Evaluation step should be followed. These 5 steps are repetitive, cycling and interactive. That is, each one becomes input for the next step, process for itself, and output for the previous step. Each step is monitored through the process of Review and Revision step. In conclusion, the paper suggests six strengths of the Systemic Model for SEM; The Model (1) provides the specific procedure in teaching-learning process; 92) has interactive relations with each component; (3) can be revised continuously for creation of the most effective system; (4) can be implemented more flexibly; (5) can be developed as an unique system for each school; (6) facilitates communications between teachers and students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.418-430
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• 2017

This study examined the process, difficulties and understanding of making teaching materials by investigating the pre-service early childhood teachers' experience of making such materials. The results of the study would help in the design direction and methods of education for pre-service teachers in how to make materials. A total of 30 university students, who took the course of 'Early Childhood Educational Materials and Research Method' in B university, participated in the study. At the exploration stage, the pre-service teachers utilized the teacher guidance of Nuri curriculum, major books, internet materials, and their observation experiences in kindergartens. At the planning stage, they considered chiefly the children's interest and level, explored materials sufficiently, and selected the production method carefully. At the production stage, they performed basic hard work to prevent rework and tended to stick to the basics beyond their initial ambition as the work progressed. The difficulties that they faced, feeling pressured, were making materials based on their imagination without experiencing much from the infants, feeling embarrassed when things did not progress as planned, and feeling a sense of loss when comparing with other friends. Through these difficulties, the importance of precise planning, executing the process thoroughly, and repeatedly checking and reviewing the entire process of making textbooks and materials were realized. In addition, there is a need to search for a better development direction for the effective development of teaching textbooks and materials.

• Journal of dental hygiene science
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• v.12 no.6
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• pp.660-665
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• 2012

The purpose of this study was to use basic data of dental hygiene curriculum by comparing the rolling method and modified stillman method. Plaque measurement method, Q-ray examination of the clinical utilization value shall review. True experimental design is randomized controlled trial to the intervention group and the control group. Measurements are plaque control record (PCR; O'Leary index) measurements and Quantitative Light induced fluorescnece Digital (QLFD) shooting as a pre-test was conducted. Intervention group is modified stillman method, control group is rolling method. Intervention after 5 weeks, PCR measurement and QLFD shooting was carried out as a post-test. Rolling method and modified stillman method plaque reduction did not differ. Intervention before and after the results of the comparison showed reduced plaque score after brushing law education. Also, Plaque reduction differences were more pronounced modified stillman method than rolling method. PCR and QLFD values of the correlation was not confirmed but SPS Score and the lower value of the ${\Delta}R$ value of the correlation. Plaque of maturity tooth that are not observed visually.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.433-445
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• 2019

This study was designed to create an innovative Korean school space plan. This was done by performing an analysis of cases of student-tailored class operations and the composition of school space in Sweden's Vittra Telefonplan School. To this end, the research team analyzed prior studies, the Vittra school space and the student-tailored classes through an analysis of the literature, documents and video images. First, the OpenSpace was operating classes tailored to each student's academic growth and needs. Second, the open-space school space played a role as the space for student life. Third, the teacher played a role as an active guide and facilitator of students. Forth, the students' individual learning management team actively conducted coding classes by utilizing IT-based learning platforms. The implications of the Vittra School are as follows. When designing a new school, it is recommended to design a small school as small as possible, organize an open space according to the grade and not by the class, and operate the curriculum around the students' grade. When reorganizing existing schools, it is proposed that standardized classrooms be modified for schools with spare classrooms to create learning spaces that can vary for large to small and to practice project-oriented classes at the grade level.