• Journal of East-West Nursing Research
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• v.7 no.1
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• pp.32-47
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• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

• The Mathematical Education
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• v.37 no.1
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• pp.115-138
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• 1998

We seek the possibility of introduction of Fractals to the high school math. curriculum through identifying Fractals teaching programs appropriate for the scopes and sequences in math. education for the high school students. We presented the contents of Fractal theory suitable for the high school students. The following subjects were chosen to be introduced; self-similarity, Fractal dimension, Cantor set, Sierpinsky triangle, Sierpinsky carpel Koch curve, Koch island, perimeter estimate of rugged profiles drawn on paper, and chaos game. We developed the working papers and the criteria for appraisal. Each working paper focuses on the activities in which students can solve the given problems, understanding the characteristics and ideas of Fractals. The working papers were given to the second year students who take science course, and the degree of achievements were analyzed based on the appraisal criteria. The results show that it is possible to introduce Fractals to the high school students.

• School Mathematics
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• v.3 no.2
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• pp.355-372
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• 2001

The primary school mathematics emphasizes some activities such as visualizing figures, drawing figures and comparing figures from various angles. These activities could be undertaken throughout examination, experiments and exploration of the substantial materials. They could also be undertaken by using the objects found in a daily life informally. The 7th curriculum of mathematics reflects this trend and includes the systematized activities in teaching spatial sense in geometry. However, it still requires more researches on the teaching methodology of spatial sense and the conceptual analysis of spatial sense. In this study, the concept of spatial sense is analyzed and Mackim's 3-levels teaching methodology and Bruner's EIS theory and suggestions are reviewed as a possible teaching methodology of spatial tasks. As a conclusion, this study suggests a teaching-learning methodology of spatial tasks at the levels of 2-GA and 3-Ga of the 7th curriculum of mathematics.

• Journal of the Korean housing association
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• v.17 no.3
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• pp.89-98
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• 2006

The purpose of this study was to survey curriculum of the department of housing and to develop housing welfare educational program in order to offer the information helpful to the professional of housing education and housing policy makers. Documentary research and content analysis methods were used in this study. Data drawn from internet homepage of each universities and public institutions. The major results of this study are as follows. 1) There were 30 universities which has related to the department of housing and the name of major was very various. The half of their curriculum were housing and interior design. 2) The housing welfare educational program should be step by step. The first is basic step to team basic theory of housing and to establish concept of housing welfare. The second is application and practice step of housing design and housing policy and housing economics. The third is specific application step to consider that who were taker from the housing welfare policy and to take practical training in field.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.175-190
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• 2007

In the nineteenth century was Augustus De Morgan, British mathematician, a great mathematics teacher. Although his name is well known to everybody who is interested in set theory, his major mathematical legacy would arise from his novel research in logic. In this article, we first investigate De Morgan's life briefly; we then consider his precious philosophy of mathematics education based on his students' remarks and his works. Finally, by considering his teaching style, we highlight some of the ingredients that go into making a great mathematics teacher.

• Journal for History of Mathematics
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• v.29 no.5
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• pp.279-294
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• 2016

In this study, Bumwoo KIM Chi Young's (1916.12.24~1995.4.22) papers, essays and books on mathematics education were collected and classified. Bumwoo KIM Chi Young was the most important person on the New Math Movement (Modernization for Mathematics Education), and in 1973, he led the Third Reformation of National School Mathematics Curriculum in Korea. Bumwoo emphasized mathematical structure in mathematics education, and he was a strong advocate of importance of set theory, creativity and the type of spiral learning.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.691-697
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• 2010

There emerge debates in education and academy due to the plans for reforms of 2009 curriculum and 2014 university entrance exam, recently announced by the Korean Ministray of Education, Science and Technology. The plans particularly include reduction of geography on school curriculum. The plans reflect government's ignorance of the importance of geographic education. The paper aims to suggest re-thinking of the importance of geography as academic discipline and the necessity of geographic education.

• International Journal of Contents
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• v.11 no.2
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• pp.50-56
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• 2015

The area of discourse analysis has long neglected the value of images as a semiotic resource in communication. This paper suggests that like language, images are rich in meaning potential and are governed by visual grammar structures which can be utilized to decode the meanings of images. Employing a theoretical framework in visual communication, two digital images are examined for their representational and interactive dimensions and the dimensions' relation to the magazine advertisement genre. The results show that the framework identified narrative and conceptual processes, relations between participants and viewers, and symbolic attributes of the images, which all contribute to the sociological interpretations of the images. The identities and relationships between viewers and participants suggested in the images signify desirable qualities that may be associated to the product of the advertiser. The findings support the theory of visual grammar and highlight the potential of images to convey multi-layered meanings.

• The Journal of Information Systems
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• v.15 no.1
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• pp.239-254
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• 2006

Currently, there emerges a high expectation on Qualitative Research in the Korean Management research community. The expectation stems from the problems and critiques of the dominance of Quantitative research in the Korean management research. This study deals with whether Qualitative Research can help solve those problems. First, several confusing terms related to Qualitative research are categorized; next the meaning of 'Qualitative' is discussed and the meaning and role of theory in Qualitative research is presented. Finally, this study provides some suggestions on how to execute Qualitative Research under the context of the dominance of Quantitative Research and recommends adding Qualitative research courses in the Korean Management curriculum.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2005.11a
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• pp.363-366
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• 2005

The purpose of this study was to survey curriculum of the department of housing and to develop housing welfare educational program in order to offer the information helpful to the professional of housing education and housing policy makers. Documentary research and content analysis methods were used in this study. Data drawn from internet homepage of each universities and public institutions. The major results of this study are as follows. 1) There were 30 universities which has related to the department of housing and the name of major was very various. The half of their curriculum were housing and interior design. 2) The housing welfare educational program should be step by step. The first is basic step to learn basic theory of housing and to establish concept of housing welfare. The second is application and practice step of housing design and housing policy and housing economics. The third is specific application step to consider that who were taker from the housing welfare policy and to take practical training in field.