• Restorative Dentistry and Endodontics
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• 제41권3호
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• pp.236-238
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• 2016

• 한국보건간호학회:학술대회논문집
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• 한국보건간호학회 2000년도 춘계학술대회
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• pp.1-14
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• 2000

• 한국발생생물학회:학술대회논문집
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• 한국발생생물학회 2001년도 발생공학 국제심포지움 및 학술대회 발표자료집
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• pp.5-5
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• 2001

• 한국인구학
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• 제16권1호
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• pp.69-86
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• 1993

• 정보과학회지
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• 제31권2호
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• pp.17-22
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• 2013

• 한국수정란이식학회:학술대회논문집
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• 한국수정란이식학회 2001년도 발생공학 국세심포지엄
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• pp.5-5
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• 2001

• 한국초지학회:학술대회논문집
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• 한국초지조사료학회 2005년도 학술심포지엄, 제43회 학술발표회
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• pp.69-73
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• 2005

• 한국원자력학회:학술대회논문집
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• 한국원자력학회 1999년도 추계학술발표회요약집
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• pp.394.1-394
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• 1999

• 대한가정학회지
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• 제50권7호
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• pp.21-35
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• 2012

Based on the premise that perspectives or the frame of cognition may affect the ways that family practitioners support or intervene in families, this study aimed to investigate the perspectives of Certified Healthy Family Specialists (CHFS) on family practice in the Healthy Family Support Centers. A total of 9 CHFSs gave information about their beliefs and perspectives on family practice in in-depth interview. Additionally, 5 CHFS participated in focus group interview and gave information about their values, beliefs, and perspectives on family practice. Through qualitative analyses, four perspectives were found to be explicitly or implicitly carried by CHFSs: System theory perspective, Strengths perspective, Family cognition perspective, and Public intervention perspective. These four perspectives are currently leading themes of family research and are prospected to prevail in family support and intervention practices in the Healthy Family Support Centers in South Korea. Based on the results of qualitative analyses, directions and range of influence in perspectives on family practice perceived by CFHSs were discussed. In this study, the subject of Healthy Family Project, the CHFSs' aims, and emphasis on family practice were dealt with, and developmental direction establishment related to the Healthy Family Support Centers and CFHSs in the dimension of practice and policy in the future were implied.

• 대한수학교육학회지:학교수학
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• 제1권1호
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• pp.217-234
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• 1999

The first part of this paper examines the assumptions underlying traditional types of standardized testing compared with assumptions underlying innovative types of performance assessment. The second part focuses on directions for the future. The third part gives examples from closed related projects which were designed to find practical ways to implement recommendations.