• Journal of the Korean Society of School Health
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• v.19 no.1
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• pp.17-29
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• 2006

Purpose : The purpose of this study were to examine the degree of job duty importance and difficulty of nutrition teachers in elementary school and then to make their future duties and roles clearly. Methods : The duties of nutrition teachers were classified into four fields such as foodservice management, nutrition education, nutrition counseling and educational experience of Korean agricultural products, and then each field were divided into job duties and job tasks. The subjects was 139 dietitians at elementary schools in Dague and Kyungpook Province who appraised the degree of importance and difficulty of the above four job duties with the Likert 5-point scale through a questionnaire survey. Results : From the results of the survey, it was found that every dietitian had highly assessed the importance of the four job duties of nutrition teachers. In a survey of the degree of job duty importance and difficulty on the dietitians, subjects recognized the following such as haccp management in the field of foodservice management is of the most importance(4.30), and the personal management has the most difficulty (3.80). In the field of nutrition education, the work of establishment nutrition education plan is of the most importance(4.33), and the developing of nutrition education materials and programsn are the most difficulty (4.13). In the field of nutrition counselling, students of that than parents and teachers counselling is of the most importance (4.15) and the most difficulty (4.08). Finally, in the field of our agricultural products experience education, which of he work is the most importance(4.07), and difficulty (4.02). Conclusion : Therefore, it is judged that nutrition teachers in the future should not only have a foodservice management, as their main job duty, but also aid in constructing life-long health management system for students and teachers by conducting a nutrition education and counseling, and also exert their energies in the job duties of menu development and experience education utilizing our agricultural products.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.1240-1252
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• 2015

The purpose of this study was to investigate feeding difficulty and its influencing factors of elders with dementia in long-term care facilities. Participants were 158 elders with dementia residing in three nursing facilities. Data were collected from Aug. 18 to Sep. 12 in 2014. The feeding difficulty in dementia scale, Korean version-Activities of Daily Living and Mini-Mental State Exam-Korean version were used as instruments. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation and stepwise multiple regression by SPSS 17.0. Mean feeding difficulty score was $0.62{\pm}0.43$(range of 0-2). The highest feeding difficulty item was "patient require close supervision while feeding". The variables influencing the feeding difficulty was ADL(${\beta}=.312$), cognitive function(${\beta}=-.172$) which explained about 20.0% of total variance. The results suggest the need of developing feeding difficulty coping strategy according to dietary behavior phase, In addition, the development and testing the educational program for caregivers to help feeding difficulty of the elders with dementia in long-term facility are recommended.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.59-76
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• 2018

Objective: The purpose of this study was to examine the relationships among teachers' resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson's correlation and multiple regression. Results: First, teachers' resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers' resilience showed a positive correlation with teachers' positive prevention and reaction strategies but showed a negative correlation with teachers' negative reaction strategies. Among the teachers' difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers' prevention and positive reaction strategies. Second, teachers' resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers' resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers' resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.

• Journal of Korean Critical Care Nursing
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• v.7 no.2
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• pp.34-44
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• 2014

Purpose: The purpose of this study was to determine the factors related to airway failure during endotracheal intubation among patients with and without predicted airway difficulty. Methods: Medical records were examined retrospectively. 329 patients who were admitted to the general ward and underwent endotracheal intubation were included. The incidence of airway failure in the two groups was investigated. Results: The group predicted to have airway difficulty consisted of 79 patients (24.0%) and the group without airway difficulty, 250 (76.0%). The number of cases of airway failure was 50 (15.2%). The factors that were associated with airway failure in the group with predicted airway difficulty were the jaw relaxation score, Cormack-Lehane score, and the device of the first endotracheal intubation attempt. The factors that were associated with the airway failure in the group predicted not to have airway difficulty were the induction agent, jaw relaxation score, Cormack-Lehane score, level of training of the personnel with the first endotracheal intubation success, and the device of the first endotracheal intubation attempt. Conclusion: The prediction of airway difficulty during endotracheal intubation was not effective; however, it was meaningful from the perspective of patient safety.

• Journal of Korean society of Dental Hygiene
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• v.21 no.4
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• pp.383-391
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• 2021

Objectives: Based on the 7th National Health and Nutrition Examination Survey 1,135 adults aged 19 years were selected as the final study subjects to investigate the relationship between oral health and chewing difficulty in adults. Methods: Frequency analysis, chi-square test, and logistic regression analysis were performed for general characteristics, oral health behaviors, awareness symptoms, and oral health using SPSS Program 21.0. Results: Regarding factors related to chewing difficulty, the oral health was 0.44 times lower than the average level and 0.28 times lower than the good condition. In the case of oral examination, chewing difficulty was 0.85 times lower. The speaking problem was 0.11 times lower in usually than inconvenient and 0.06 times lower in not inconvenient. In the case of un-treatment, it was 0.40 times lower than that in the case of treatment. The chewing difficulty was significantly higher by 2.09 times in the case of experience of tooth pain and 1.36 times in the case of periodontal disease. Conclusions: Based on the above results, it is thought that prevention and treatment are actively needed to identify factors of oral health to improve oral health, to solve chewing difficulty and to improve chewing function.

• Journal of Acupuncture Research
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• v.19 no.4
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• pp.124-131
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• 2002

Objective : The purpose of this study is to research for the formation of Ohaeng-acupuncture. Methods : I refered to ${\ll}$Classic on Difficulty${\gg}$ (難經), ${\ll}$Ling Shu${\gg}$ (靈樞), ${\ll}$Zhen Jiu Ju Ying${\gg}$ (針灸聚英), ${\ll}$Yi Xue Ru Men${\gg}$ (醫學入門) and annotations were excerpted and record that notied the Ohaeng-acupuncture. Results : The results obtained as follows. 1. ${\ll}$Ling Shu${\gg}$ "Sheng Ze Xie Zhi, Xu Ze Bu Zhi"(盛則瀉之, 虛則補之) united with "Ying Sui Bu Xie"(迎隨補瀉), developed the principle of "Qu Xue" in ${\ll}$Classic on Difficulty${\gg}$. 2. ${\ll}$Classic on Difficulty${\gg}$ explained the interdependent relations, interrestraining relations, the relations of subjugation and reverse restriction in illness condition between the five viscera according to the theory of generation, restriction, subjugation and reverse restriction in five elements. ${\ll}$Classic on Difficulty${\gg}$ united five shu points (五兪穴) with five elements. 3. Zi jing Bu xie according to Xiang Sheng theory is develped from ${\ll}$Classic on Difficulty${\gg}$ "Xu Ze Bu Qu Mu, Shi Ze Xie Qi Zi"(虛則補其母 實則瀉其子) to ${\ll}$Classic on Difficulty${\gg}$ , ${\ll}$Zhen Jiu Ju Ying${\gg}$. 4. Ta jing Bu xie according to Xiang Sheng theory is develped from ${\ll}$Tu Zhu Nan Jing${\gg}$ to ${\ll}$Yi Xue Ru Men${\gg}$. 5. The principle of treatment according to Zi-Ta jing Bu xie based Xiang Ke is develped from ${\ll}$The seventy fifth Difficulty Classic on Difficulty${\gg}$ to Sa Am Do In(舍岩道人).

• Journal of Korea Multimedia Society
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• v.24 no.7
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• pp.933-941
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• 2021

When people enjoy something, they want to be repeated and focus on actions that are rewarded. The same applies to games. The purpose of this study is to ensure that the game continues to enjoy itself over and over again. Based on the artificial reward of the game, two reward methods of the game are studied. It finds Converged Difficulty Reward elements of action game through Confirmatory factor analysis in AMOS.

• Korean Journal of Cognitive Science
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• v.34 no.1
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• pp.21-38
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• 2023

The present study was designed to investigate the effect of the difficulty level of retrieval practice and the association strength of categories and stimuli within categories on memory inhibition. Most of the studies have investigated whether inhibition was occurred by manipulating the degree of association strength, emotion value or physical characteristics of non-retrieval practice words within the retrieval practice category. Therefore, it was necessary to study how inhibition occurs according to the degree of difficulty of retrieval stimuli during retrieval practice. The difficulty of retrieval was manipulated into three levels: difficult condition, normal condition, and easy condition through the degree of presentation of consonants and vowels of words during retrieval learning. Additionally, the strength of association between categories and words within categories was manipulated. In previous studies, retrieval-induced forgetting occurred under conditions where the association strength between categories and words within the categories was strong. On the other hand, retrieval-induced forgetting did not occur under conditions where the association strength between categories and words within the categories was weak. The present study, if the inhibition process differs according to the difficulty of retrieval, the possibility of different results from previous studies was explored according to the difference in the strength of association with the category. As a result of the study, in the condition of strong association strength, retrieval-induced forgetting was observed under normal and difficult retrieval difficulty conditions. Whereas retrieval-induced forgetting was not observed under conditions of easy retrieval difficulty condition. In the condition of weak association strength, retrieval-induced forgetting tended to occur under difficult retrieval difficulty conditions. Whereas retrieval-induced forgetting was not observed under conditions of normal and easy retrieval difficulty condition. These results suggest that memory inhibition may appear differently depending on the difficulty of retrieval.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.323-343
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• 2010

The purpose of the study was to analyze difficulty analyzed through a quantitative method examining rate of correct answerers to each questions in the side of difficulty that students solving questions felt by finding variables to predict difficulty of questions in an objective way, not in an intuitive way, and examining what variables difficulty that each student solving questions felt depended on. The study divided 6 students in the 3rd grade of a high school into a two-person group or a three-person group and observed their question-solving process the total 11times for three months from March, to May. The study an alyzed what variables difficulty that each student felt depended on through semi-structuralized interview. As a result, the study could see that difficulty of questions depended on contents, strangeness of material, behavioral range, type of questions and complexity of questions.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.113-127
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• 2007

This study explored the possibility of building a statistical model predicting difficulty of mathematics test items through the analysis of nation-wide scholastic ability test results for the past 5 years. Multiple linear regression analysis was conducted in predicting difficulty of mathematics test items. We adopted three major areas for independent variables: the content area, the behavior area, and the test item format area, each of which was categorized into more detailed sub-areas. For the dependent variable, the proportion of correct answer was used to represent the item difficulty. Statistically significant independent variables were included in the regression model based on the stepwise selection method. Several important factors affecting difficulty of mathematics test items for each area were identified. R-squares for the final regression model were fairly high, implying that the regression equation can be used to predict difficulty of test items at an acceptable level. Lastly, the regression model was cross-validated using independently collected data. We believe that this study will provide basic but very critical information for predicting the proportion of correct answer by showing the factors that should be considered for developing mathematics test items for the college entrance examination or high school classroom test.