• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.21 no.2
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• pp.1-5
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• 2015

Background: The purpose of this study was to search the present state of physiotherapy and the development direction of a curriculum for physiotherapy educational program, especially in field of orthopedic manual therapy, in Swaziland. Methods: The developed curriculum is as follows: 1. Disease and Health State in Swaziland. 2. Medical Human Resources State of Swaziland. 3. Physiotherapy Services State in Swaziland. 4. Higher Education State in Swaziland. 5. Development Direction of a Curriculum for Physiotherapy Educational Program in Swaziland. Conclusions: There is no a physiotherapist in Swaziland and Swaziland government which has not a physiotherapy education programme in any university of whole country. So we need to the development direction of a curriculum for physiotherapy educational program for the future of Swaziland, especially in field of orthopedic manual therapy. The reason is firstly, most of people are obesity in this country, so many people complained a lot of joint and muscle pain. And secondly, also there are many musculoskeletal disease patients now a day in Swaziland because of HIV/AIDS. Lastly, Swaziland country is in a poor and developing state, so physiotherapist it is hard to make a purchase and setting physiotherapy modalities apparatus at Swaziland country.

• The Journal of Churna Manual Medicine for Spine and Nerves
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• v.5 no.1
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• pp.157-168
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• 2010

Objectives: The aim of this study was to investigate the curriculum of Chuna manual medicine (CMM)-related subjects in oriental medicine college and to let CMM have opportunities to develope current curriculum and basic circumstance for CMM. Methods: Questionnaire was obtained from 11 oriental medicine college and 1 school of Korean medicine, Pusan National University, bye-mail. If there was any insufficient information from response, we asked more information by direct call. Results and Conclusions: The findings from our study can be summarized as follows: 1. There are three CMM-related subjects, CMM, Oriental Rehabilitation Medicine (ORM) and Neuromusculoskeletology(NMS). All curriculums of 8 colleges belonged to classification I have CMM and DRM courses. Curriculums of 4 colleges belonged to classification II, have ORM or NMS course without CMM course. 2. 10 colleges of 11 ones which have ORM course, have major compulsory courses, 1 college has a major optional course. 5 colleges of 8 ones which have CMM course, have major compulsory courses, 3 colleges have major optional courses. 2 colleges have only part-time lecturers for CMM course, other 2 college have cooperation of specialized professors and part-time lecturers, another 8 colleges have only specialized professors. 3. Most CMM-related subjects is teached at 3 or 4 grade of medical course. The units taken for CMM-related subjects is minimum 4 units to maximum 8 units in total about 160 units. 4. Total class hour for CMM-related subjects is minimum 120 hours to maximum 225 hours, and practice hours is about minimum 30 hours to maximum 75 hours. 5. The systematic regulation and financial support is needed for patients to get the best CMM treatment, because the present curriculum of CMM is insufficient for carrying out the best manual therapy for patients.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.289-304
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.179-203
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.26 no.2
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• pp.63-72
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• 2020

Background: This study aimed to determine the employment and career preferences for orthopedic manual physical therapy for college students majoring in physical therapy. Methods: The subjects were 267 college students majoring in physical therapy, and a survey was conducted both online and offline. The collected data were statistically processed to analyze employment and career according to the general characteristics. Results: Interest, temporal satisfaction of education, and the need for special lectures on orthopedic manual physical therapy were significantly different by sex. There were significant differences in sex, grade, and age with regard to whether they go to graduate school related to orthopedic manual physical therapy and whether to study more about orthopedic manual physical therapy. Conclusions: The educational curriculum must be reinforced for students through systematic curriculum reorganization reflecting their preference for orthopedic manual physical therapy.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.115-131
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• 2017

Objective: This study aimed to examine the status of South Korean unification education for young children by reviewing Nuri curriculum developed by the Korean government. Method: Literature review was adopted in order to analyze the contents of the Nuri curriculum teachers'manuals under the areas and elements of unification education. Results: Unification education has been designed to accelerate unification, to promote the values and attitudes toward the unification of the two Koreas, and to prepare for the post-unification period. This education can be categorized into specific areas: democratic community, democratic citizenship, peacekeeping and multiculturalism. These areas account for 24.24% of the total contents in the Teachers'Manual of the Nuri curriculum. The percentage of the contents helpful to understand North Korea and unification, however, is merely 0.25% of the total contents, and the elements are not fairly balanced. Such content coverage of the teacher's manuals for kindergartens is 2.83% higher than that for preschools. Conclusion/Implications: The implications of this analysis include that the elements of unification education should take a more balanced approach with more integrated and broader coverage. The elements also need to be revised so that both kindergarteners and preschoolers can get access to unification education of the same quality.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.13 no.2
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• pp.96-101
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• 2007

There are increasing needs for welfare in industrial environments in modern society. Industrial health is one of the most important components of industrial welfare, and it includes maintenance and improvement of physical, mental, and social health of the workers, elimination of factors threatening workers, prevention and early intervention of industrial diseases. In this regards the importance of industrial physical therapy is increasingly recognized and the need of physical therapy in industrial field is increasing. The authors surveyed and analyzed the curricula of the departments of physical therapy to promote development of curriculum or program for educating specialized industrial physical therapists. There are 40 institutes opening the department of physical therapy, 4-year courses in 17 and 3-year courses in 23. Only 2 institutes have subjects that are directly related to industrial health. This means that specific educational program for specialized industrial physicaltherapists is not established yet though there are many needs for industrial health and physical therapy in industrial fields. But many topics or knowledge of industrial health or physical therapy are scattered in several subjects. So we suggest the needs of systematic reorganization of specific curriculum that including ergonomics and prevention and treatment of industrial diseases for education of specialized industrial physical therapist.

• School Mathematics
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• v.12 no.1
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• pp.45-60
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• 2010

In school mathematics, gakdo(korean, ie angular measure in english) lost effectiveness as a term, on the other hand, an expression gak-ui-kugi(korean, ie size of angle in english) is prevalent these days. So it is necessary to accept this expression. It is necessary to specify in textbook that the size of angle rely on the degree of gap between two edges regardless of the length of edges. The content of curriculum manual and the content of textbooks must be reconciled. Random units for measuring the size of angle are not contained in textbooks. It can be possible, but it is not carried out actually. So, it is necessary not to require it in curriculum manual considering this circumstance. In curriculum manual, it is necessary to specify the role of 1-right angle as a standard unit, and situations to use it must be presented in textbooks. In cut-paste method of finding the sum of the size of three angles in a triangle and the sum of the size of four angles in a quadrilateral, keeping a straight angle and one rotation in mind, an explanation is based upon a premise that students know how to express the $180{^{\circ}}$ and $360{^{\circ}}$ in figure as a result. It is a leap of logic.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.177-198
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• 2015

This study is aimed at a comparison analyzing the contents of child 'safety education' in Three-four-year-old Nuri curriculum manual for teachers related activity type and activity form, life theme based on the criteria of analysis. First, the number of contents of child 'safety education' included in the 3 year old Nuri curriculum manual for teachers was 136, and among them, 71(52.2%) were from in big and small group activity. Total 124 contents were in 4-year old group and showed 58(46.8%) contents in big and small group activity. Second, it was identified that the Three-four-year-old Nuri curriculum handled highest number of child 'safety education' activities. Twenty-five activities from 'appliances' among a total of 127 child 'safety education' activities were included and included 21 activities in contents of 'safety for object, tool, and apparatus.' Thirty-three activities among 'health and safety' among a total of 131 child 'safety education' activities were included and it was identified that the highest number of child 'safety education' activities were conducted in 'safety for disease' contents. It will be hope to suggest some of the providing child 'safety education' of Three-four-year-old in education field, and to provide basic data for planning and suggesting directions for various training related to child safety education. Moreover, this study intends to provide basic data for composing necessary manual and program for child 'safety education' and to provide basic data for expanding the safety experience facility.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.147-177
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching, with the aim of allowing students to develop their mathematical ability. Teachers' manuals are provided to help teachers fallow the basic direction and achieve the curriculum aims, but in practice they are not always helpful. Therefore, we reconstructed parts of a teachers' manual. This involved analyzing the contents of units 6, 7 and 8 of the elementary mathematics textbook 4 na to identify and outline the problems; introducing more detailed teaching methods and activities; and developing teaching learning materials. We tested the new version in several real classes and analysed the responses 6f teachers and students to examine the possibility of its practical use. The results suggest that the reconstructed version of the teachers' manual for units 6, 7 and 8 of textbook 4 na is of greater practical utility.