• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• Journal of Christian Education in Korea
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• v.67
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• pp.301-337
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• 2021

The researcher looked at the differences in views and various controversies surrounding Korean youth sexuality education in the wake of the Nth Room incident, which had a great impact on modern Korean society. Sex education for adolescents in Korea can be divided into public sex education through school sex education and the Youth Sexuality Center, and conservative/traditional Protestant sex education. Public sex education is partly influenced by feminist sexual ethics and comprehensive sex education abroad. Based on gender sensitivity and the right to sexual self-determination, four major projects are prevention of sexual harassment, prostitution, sexual violence, and domestic violence. However, the school sex education standard was criticized for stereotypes of gender roles and gender-discriminatory content, reinforced distorted myths about sexual violence, and exclusion of sexual diversity and various family types. Conservative/traditional Protestantism is based on the normal family ideology such as bisexual marriage, premarital chastity, and sexual ethics recognized only within marital relationships. It is a form of confrontation with public sex education while strongly opposing it. The researcher first analyzed the characteristics of public sex education, conservative/traditional Protestant sexual ethics and sex education, feminist sex ethics and sex education, and overseas youth sex education, respectively, while composing the curriculum for Korean youth sexuality education. And as a more fundamental solution to youth sexuality education, I pointed out that there are limits to asceticism, premarital chastity, gender sensitivity and sexual self-determination education, and found an alternative to the concept of body and sex in feminist theology. The researcher pointed out that it is necessary to reconceptualize the body and sex under the recognition that the most fundamental cause of distorted sexual culture is dualistic sex and understanding the body, centering on the research of various feminist theologians. And this was conceptualized into three concepts: holistic sexuality, mutual solidarity understood in relationships with others, and sexuality as a spirituality that extends to the global community. And with each curriculum, 1) Holistic Sexuality: Breathing, Narrative, Making the Shape of One's Body and Mind 2) mutual solidarity : Feeling the Breath of Others, Media Literacy through Conscientization, Sending a Good Wind 3) Sexuality as a spirituality that extends to global concern: It was proposed to pay attention to nature and to co-cultivate it, to listen to the earth's moans and create a new way of life, and to write a prayer with the earth and fellow living beings.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.397-405
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• 2021

With the recent phenomenon of the Intelligence Information Society, the cyber security paradigm has begun to change. In particular, the increase of the interconnectedness of the hyperlinked society has extended the scope of damage that can be caused by cyber threats to the real world. In addition to that, it can also be a risk to any given individual who could accompany a crisis that has to do with public safety or national security. Adolescents who are digital natives are more likely to be exposed to cyber threats, which is mainly due to the fact that they are significantly more involved in cyber activities and they also possess insufficient security comprehension and safety awareness. Therefore, it is necessary to strengthen cyber security capabilities of every young individual, so that they can effectively protect themselves against cyber threats and better manage their cyber activities. It examines the changes of the security paradigm and the necessity for cyber security education, which is in direct accordance to the characteristics of a connected society that further suggests directions and a basic system of cyber security education, through a detailed analysis of the current state of Domestic and Overseas Cyber Security Education. The purpose of this study was to define cybersecurity competencies that are necessary within an intelligent information society, and to propose a regular curriculum for strengthening cybersecurity competencies, through the comparison and meticulous analysis of both domestic and overseas educational systems that are pertinent to cybersecurity competencies. Accordingly, a cybersecurity competency system was constructed, by reflecting C3-Matrix, which is a cyber competency system model of digital citizens. The cybersecurity competency system consists of cyber ethics awareness, cyber ethics behavior, cyber security and cyber safety. In addition to this, based on the basic framework of the cybersecurity competency system, the relevant education that is currently being implemented in the United States, Australia, Japan and Korea were all compared and analyzed. From the insight gained through the analysis, the domestic curriculum was finally presented. The main objective of this new unified understanding, was to create a comprehensive and effective cyber security competency curriculum.

• Journal of Families and Better Life
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• v.28 no.3
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• pp.27-41
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• 2010

In this study, based on the current curriculum of consumer education in high school with the advent of Web 2.0 age, I analyzed both the curriculum used by new information tools related with Web 2.0 age and the one used by traditional tools to find out the degree of necessity of consumer education for the high school students in proportion to the level of their informational ability. First, compared with the education of food, clothes and shelter in the curriculum of manual training and domestic science, the necessity, importance, and availability were low and the students had a lower level of interest than they had with the three factors mentioned above. Second, after dividing the sector of consumer education in the curriculum into three fields such as reasonable purchase and use, solution and prevention of consumer problems and forming a new consumer trend, I looked into the necessity of the teaching method using conventional tools and the one using new informational tools following Web 2.0 age respectively. Traditional tools were favored for the education of consumption-related laws and policies, consumers' rights for the general cause of consumer problem solving and preventing. For the generation of the new comsumer trend, the new information tools were preferred in the appreciation of consuming culture and the issues of consuming environment. Third, it was revealed that students' level of informational ethics was the highest at 5.55 while their level of information creation and processing was the lowest at 3.96 from the research of six categories of their informational ability.

• The Korean Journal of Emergency Medical Services
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• v.21 no.2
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• pp.17-37
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• 2017

Purpose: This study describes current curricula for paramedic students in South Korea and proposes a standardization of the curriculum. Methods: Data were collected from 38 colleges and universities from March 1 to 31, 2016. Descriptive statistics were calculated using SPSS 23.0. Results: The proposed standard curriculum was below. Requisite liberal arts consisted of 2 subjects and 6 credits including biomedical ethics, communications and human relationships. Common major subjects were composed of 6 areas, 22 subjects, and 78 credits. The areas of basic medicine consisted of 6 subjects and 16 credits including medical terminology. Introduction to paramedicine consisted of 3 subjects and 7 credits. Emergency patient management consisted of 2 subjects and 9 credits. Particulars to paramedic care consisted of 8 subjects and 31 credits. The law area consisted of 1 subject and 3 credits. Other major areas consisted of 2 subjects and 12 credits including integrated simulation and physician assistance. Common field practice area consisted of 3 to 4 subjects and 9 to 12 credits. Conclusion: It is important to establish and adapt a standardized curriculum for paramedic students in order to ensure competence and to provide high quality emergency medical services.

• Journal of Korean Academy of Nursing
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• v.33 no.6
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• pp.820-828
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• 2003

Purpose: In this longitudinal study, we examined the moral judgment level and its related factors, such as individual characteristics. The result of this study will provide baseline data to establish policy of ethics education for college students and healthcare professionals. Method: We enrolled 37 nursing students and 20 medical students as the subjects in a university in Suwon, Korea. We conducted a questionnaire on the subjects using Korean version of Defining Issues Test(DIT) to analyze the subjects' moral judgment level. Collected data was coded using ASCII document and scored using Fortran program for computer. Then the data was statistically analyzed by SPSS Version 10.0. Result: Nursing students' moral development score at each stage were consistently higher at stage 5A across 4-years rather than other stages. On the other hand, medical students' moral development score were consistently higher at stage 4 than other stages. There was no significant difference in the change P(%) score at each academic year in both groups. In the perspective of the subjects' general characteristics, P(%) score showed no significant in both groups. Conclusion: Based on the results of this study, further studies will examine the correlation between curriculum and moral judgment development in detail. Moreover, we suggest that the current ethics education should be developed and evaluated in more realistic manner.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.29-37
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• 2008

The purpose of this study is to examine the effect of Student-centered Narrative Learning Program on Information ethics. Though, nowadays, the negative aspects of use of Computer and Internet have been rising as a big issue and there are remarkable concern about it, especially in school. There are still many difficulties to teach it to student due to the lack of adequate curriculum, contents and teaching method. In this study, we developed the Narrative learning program based on learners' experiences. The program involves course of discussion and exploration to seek for solution. The result of the study is that students could make a plan for practice and their Information ethic attitude was improved.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.9
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• pp.649-657
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• 2020

This study aims to describe the perceptions of accounting students and expectations of employers towards the skills and knowledge needed by accounting graduates in Indonesia. Quantitative method using survey is employed to analyze 103 questionnaires from students and 51 questionnaires from employers. The results showed that students' perceived honesty, continuous learning, and work ethics are important skills, while employers stress the importance of work ethics, teamwork, and time management. Knowledge needed by accounting graduates in the perception of students includes financial accounting, financial reporting, and financial statement analysis, whereas employers perceived the importance of financial statement analysis, knowledge of Microsoft Office program, and financial accounting. Further analysis showed that there is an expectation gap between the perceptions of students and the expectations of employers towards skills - not knowledge - needed by accounting graduates. Although investigations of students' perceptions and employers' expectations have been conducted in previous studies, the information should be updated continuously to reflect the current conditions. This study offers the recent perceptions from students and employers to identify the current expectation gap. This study points to the importance of skills development in the university curriculum in order to develop the skillful human resources in accounting and meet the expectations of employers.

• The Korean Journal of Health Service Management
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• v.14 no.1
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• pp.103-110
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• 2020

Objectives: In this paper, we propose the ethical education direction by analyzing the personal information recognition and practice of music therapists. Methods: For the analyses, we selected 60 music therapists who answered a questionnaire from members of K Music Therapy Association, and analyzed task recognition and practice ask performance using IPA method. Results: In the IPA table, the areas of high recognition and practice (1) are the areas of personal information protection information management. In the IPA table, the areas of low awareness and high practice (2) are areas of privacy communication for those who have completed ethics education. In the IPA table, the areas of low awareness and low practice (3) are areas of privacy communication when ethics education is not completed. In the IPA table, areas of high awareness and low levels of practice (4) are areas of privacy protection. Conclusions: Continuing education should be provided to improve the curriculum on the protection of personal information for music therapists, thereby raising the awareness and practice of privacy.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.19-39
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• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subjects from overlapping in environmental contents, and can make the most of each subject's characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.