• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.369-390
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• 2014

This study analyzed the educational contents related with child's human rights in a manual of the Nuri Curriculum for 5-year-olds based on the type and area of activity, 5 areas, and by life theme. The research results are as follows: First, the educational contents on child's human rights in activity type and area showed high frequency in the order of large and small group activity, child selected play activity, and outdoor activity, and among them, right to an education and right to play showed the highest frequency. Second, among the five categories, the area that conducts educational contents on child's human rights was the social relation category, and the area that showed the highest participation was the educational contents on human rights. On the other hand, the areas that were treated the least were physical activity and health. Third, the topic that treated the educational contents related with child's human rights was 'spring, summer, fall, winter,' and 'my family and I' treated educational contents on child's human rights in the lowest frequency. Also, whereas the right to education and right to play showed the highest frequency of educational contents on child's human rights among entire life themes, the educational contents on child's human rights of abuse and neglect(violence) were not treated at all in the entire life themes. Through the results of this study, it will be helpful in planning and deploying activities related with the child's human rights harmoniously, and intends to provide important basic data in organizing activities of human rights program linked with the elementary school. Furthermore, this study intended to provide basic information for developing a program of systematic child's human rights education for children in addition to the curriculum at a national level.

• Journal of Society of Preventive Korean Medicine
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• v.26 no.3
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• pp.1-16
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• 2022

Backgrounds : Doctor of Osteopathy (D.O.) in the United States have drawn attention as one of the future models of Korean Medicine doctors in Korea in that they have their own fields of care and therapies that distinguish them from medical doctor (M.D.), but are also able to carry out the treatment of general doctors. By analyzing D.O.'s specialization strategy, this study intends to preview points for establishing the future role of Korean Medicine doctors. Methods : We searched books, research papers, reports, conference presentations, and media articles, and chronologically classified and organized the collected data. In addition, the latest update information on related institutions' web pages and expert opinions released were also reviewed. Results : The D.O. emerged as a form of doctor in alternative medicine, however it rapidly turned to an M.D. substitute during the pandemic of the 1910s and World War II in the 1940s. Through the American Osteopathic Association (AOA)'s organizational activity, curriculum specialization, research development, and financial support, D.O. now has secured the status of M.D. in 50 states and federal law in the US. It has its own and exclusive full practice rights, capable of prescribing drugs and practicing surgery, as well as manual therapy. Beginning in July 2020, M.D.-D.O. achieved the full integration-unification of the professional training and residency program. Conclusions : In order to introduce the D.O. model to Korean Medicine system, it is necessary to strengthen biomedicine in the curriculum, and significantly expand the educational infrastructure and faculty manpower.

• Journal of KIISE:Software and Applications
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• v.34 no.9
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• pp.848-856
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• 2007

The curriculum for teacher ICT in-service training has several problems in terms of running and managing training content. The majority part of the program consist of teaming software application manual. Additionally, the program is not organized and some contents overlap. Furthermore teachers are not obliged to participate in training. Especially, it needs to be revised because it is many difference between revised ICT curriculum and 'ICT skill standard for teacher(ISST)'. This study investigates the current curriculum for teacher ICT in-service training, analyzes problems in running and managing training content, and suggests need for revising the curriculum for teacher ICT in-service training.

• The Journal of Churna Manual Medicine for Spine and Nerves
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• v.10 no.1
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• pp.15-33
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• 2015

Objectives : The aim of this systemic review was to summarize and compare adverse effect of spinal manipulation at domestic and abroad. Methods : We searched articles in Korean databases and Pubmed. We selected and analysed the articles met inclusion criteria. Results : 51 cases were included. 32 cases in Pubmed show that adverse effect related to cervical rotation and high velocity low amplitude(HVLA) thrust manipulation. It leads to severe adverse effect and sequela about vascular. While, 19 cases in Korean articles shows that domestic spinal manipulation is more safe becase of lower use of high velocity low amplitude(HVLA) thrust. It leads to low incidence of vascular adverse effect and no sequela. Conclusions : We concluded that Chuna is difficult manipulation because of possibility of adverse effect. Chuna is recommended to be taken by licensed medical practitioners who are skilled and complete the regular curriculum. Further studies like meta analysis about spinal manipulation are needed to estimate incidence of adverse effect. And adverse effects are going to be collected continually through randomized controlled trials(RCT) related to spinal manipulation.

• Journal of Korean Academy of Nursing Administration
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• v.10 no.1
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• pp.121-140
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• 2004

Purpose: This study is to analyse and observe the college of oriental medicine related with nursing investment contents, its conversion process and output to get good qualified oriental nursing result, thus developing a matrix of oriental nursing management system on the basis of that project. Method: This study was nursing management system of matrix developmental study for Korea was performed to the objectives of 11 college of oriental medicine nursing directors and 328 nurses with more than three-year experiences in Korea. Result: We found difficulties to utilize knowledge obtained through the regular curriculum to the practice of oriental nursing because only me or two subjects were running or even no syllabus. Therefore, we recommend that oriental nursing in-service education program as well as oriental nursing practice preceptorship should be administered en site. The evaluation of oriental nursing and its feedback, duty related multiple evaluation, aggressive QI activity and feedback of the performance evaluation oriental nurse's role and duty manual also should be essentially organized. Conclusion: We urgently request that the consensus of nursing school and nurse association to be made about oriental nursing activity as a basic curriculum of compulsive subject.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.321-329
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• 1994

The purpose of this study was to investigate the completeness of educational objectives according to grades, objective domains and content areas, and to inquire the completeness of educational objectives by instructional quality profile and to restate educational objectives on the elementary school science curriculum. The taxonomy as a classification tool was developed in order to classify the science educational objectives. Teacher's guide-books of elementary school science were used to analyze the completeness. The educational objectives were checked using the objective classification tool by 11 experienced specialists in science education. The following are the results of this study. 1. Completeness of unit was shown approximately the 62 percentage in chapters, the 72 percentage in sections and the 87 percentage in periods. 2. Only the related chemistry parts showed that each objective domains were stated evenly. 3. On the whole, the number of understanding(38%) of stated educational objectives was much more than the other domains, such as manual skill(7%), attitudes.interests.appreciations(4%). 4. The elementary school science objectives were restated using the instructional quality profile in order to increase the completeness.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.221-237
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• 2011

This paper focused on three drawbacks exposed in subject matter related to solid figures in elementary school math textbook. First, general solid figure are introduced before rectangular parallelepiped and cube in fifth grade math textbook, and prism and pyramid in sixth grade math textbook are introduced. Second, the process of abstraction from concrete objects to solid figures is insufficient in sixth grade math textbook. Third, some definitions in subject matter related to solid figures are inconsistent and ambiguous. The following four suggestions can be put forward as a conclusion based on these results. First, subject matter in textbooks must be correspond with that in curriculum. Second, it is necessary to inform teachers of range of subject matter through teachers guide book and manual for curriculum definitely. Third, each grade subject matter in math textbooks must be reexamined. Fourth, regular modification of math textbooks must be possible institutionally.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.163-183
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• 2009

The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.

• Journal of the Korea Society of Computer and Information
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• v.21 no.1
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• pp.199-205
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• 2016

In this paper, we propose a analysis of electric and electronic's unit in paratical arts and convergence education program to enhance computational thinking. In the current practical arts curriculum of Korean elementary school 6th graders, the 'information' related chapter is Chapter 3. However, educational contents mainly consist of making activities according to the specified manual such as electrical and electronic products, learning about robots, etc. It is very insufficient to develop the computational thinking required by the software-centered society. Therefore, we are to study development of convergence education program of the 'Life and Electricity Electron' unit in practical arts textbook to enhance computational thinking.

• The Mathematical Education
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• v.53 no.1
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• pp.147-162
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• 2014

The purpose of this study was to investigate the nature of pre-service elementary teachers' metaphors on mathematics textbooks. Their metaphors describe individual and collective patterns of thinking and action on mathematics teaching and learning. To analyze their metaphors, qualitative analysis method based on Lakoff and Johnson's theory of metaphor (1980) was adopted. Metaphors on mathematics textbooks were elicited from 161 pre-service elementary school teachers through writing prompts. The writing prompt responses revealed three types and thirteen categories: As Type I, there were (1) 'Principles', (2) 'Summary', (3) 'Manual', (4) 'Encyclopedia', (5) 'Code', (6) 'Guidelines', and (7) 'Example'. As TypeII, there were (9) 'Assistant', (10) 'Friend', (11) 'Scale', and (12) 'Ongoing'. As TypeIII, there was (13) 'Trap'. Among these categories, 'Guidelines', 'Assistant', and 'Ongoing' were the most frequently revealed. These results indicate that the relations of mathematics curriculum, textbooks, and classrooms are not a unilateral way but should communicate with each other.